Digital Technology Use, Mental Health, and Academic Performance Among University Students: The Moderating Role of Age and Sex

Abstract

[ES]The increasing use of digital technologies (DT) among university students has raised concerns about their associations with mental health (MH) and academic performance. Grounded in the Diversity in Learning (DinL) framework, this cross-sectional study examines how age and sex moderate the relationships between DT use, MH indicators, learning-related psychological difficulties, and academic outcomes. Data were collected through an online questionnaire administered to 4519 university students in Chile. The survey included self-reported measures of MH indicators and learning-related psychological difficulties (bad mood/irritability, anxiety, lack of motivation, attentional difficulties, and low achievement expectations), as well as academic performance and frequency of use of digital tools (social media, smartphones, gamification and collaboration applications, and asynchronous classes). Descriptive analyses, ANOVAs, and multiple regression models were employed. Results showed that younger students reported more frequent use of gamification apps, social media, and smartphones, as well as higher levels across all mental health issues and learning-related psychological difficulties. Social media use and particularly smartphone use emerged among the DT variables as the strongest predictors of MH problems and learning difficulties, with age significantly moderating these relationships. These predictors were significant for both young female and male students, although stronger associations were observed among females. Female students reported higher levels of MH problems (especially anxiety), as well as greater use of social media and smartphones. However, neither social media use nor smartphone use showed a consistent negative relationship with academic performance. Overall, these findings highlight the importance of considering age and sex differences when examining the links between digital engagement and student well-being. They also underscore the need for targeted interventions to promote healthier digital habits and emotional regulation strategies, particularly among higher-risk groups.