Nomophobia and Well-Being among Pre-Service Teachers: The Predictive Role of Smartphone Usage Patterns

Abstract

The present study examined the relationship between nomophobia, well-being, and smartphone usage patterns among pre-service teachers in Assam. A sample of 240 pre-service teachers was assessed using the Nomophobia Assessment Scale for Pre-Service Teachers (NASPT) and the Well-Being Scale by Ripenjeet Kaur, along with a structured smartphone usage pattern questionnaire. Descriptive statistics indicated moderate levels of nomophobia and well-being concerns among the participants. Pearson correlation analysis revealed a significant but weak positive relationship between nomophobia and well-being, indicating that higher nomophobia is associated with poorer well-being. Multiple regression analysis showed that daily smartphone usage time and fear of being left behind significantly predicted nomophobia, while other smartphone usage variables did not contribute meaningfully. A second regression analysis demonstrated that smartphone usage patterns failed to significantly predict well-being. These findings suggest that nomophobia is influenced more by psychological factors such as fear of missing out rather than by general smartphone behavior. The study highlights the need for targeted interventions addressing fear-based dependency on smartphones to support student mental health.