Beyond Screens and Earphones: Emotional Regulation, Social Connectedness, and Academic Engagement Among University Students

Abstract

Background: The rapid expansion of digital technologies in higher education has transformed how university students learn, communicate, and participate socially. However, prolonged non-academic screen exposure and extensive earphone use have been associated with emotional dysregulation, social disconnection, reduced classroom participation, and weaker academic engagement. Purpose: This study examined relationships among screen exposure, earphone overuse behaviors, emotional regulation, social connectedness, and academic engagement among university students. Methods: A quantitative cross-sectional design was used with 742 undergraduate and postgraduate students from four East African universities. Data were collected using self-report instruments assessing earphone overuse, screen exposure behavior, emotional regulation, social connectedness, and academic engagement. Analyses included descriptive statistics, Pearson correlations, multiple regression, and structural equation modeling (SEM). Results: Findings indicated that 68.4% of participants reported using earphones for more than five hours daily, and 74.1% reported non-academic screen exposure exceeding six hours per day. Earphone overuse and screen exposure were negatively correlated with emotional regulation (r = −.53 and r = −.49, respectively, p < .001), social connectedness (r = −.46 and r = −.44, respectively, p < .001), and academic engagement (r = −.42 and r = −.47, respectively, p < .001). Emotional regulation positively predicted social connectedness (β = .54, p < .001) and academic engagement (β = .45, p < .001). SEM findings indicated that emotional regulation partially mediated relationships between technology-related behaviors and both social connectedness and academic engagement. The structural model demonstrated satisfactory fit indices (CFI = .96, TLI = .95, RMSEA = .052, SRMR = .041). Conclusion: Excessive earphone use and prolonged screen exposure may be linked to poorer emotional well-being, weaker interpersonal connectedness, and lower academic participation among university students. Emotional regulation emerged as a key psychosocial pathway linking technology-related behaviors to student adjustment outcomes. Universities should integrate digital well-being education, emotional regulation training, and social connectedness initiatives into student wellness and academic support programs to promote healthier and more balanced learning environments.