Relationship between nomophobia and occupational performance among university students
Bibliographic record
Abstract
Introduction Nomophobia is a contemporary phobia that emerged in the digital age and is becoming increasingly common. University students are at higher risk for nomophobia. This study aims to develop an understanding of nomophobic university students’ problem areas in their daily occupations. Methods This cross-sectional study was conducted with 181 university students between January and March 2020. The Nomophobia Questionnaire was used to determine the students’ level of nomophobia and they were separated into groups based on nomophobia severity. The Canadian Occupational Performance Measure was used to determine the students’ occupational performance and satisfaction in the occupations they identified as being most problematic for them. Canadian Occupational Performance Measure scores were compared between nomophobia severity groups. Results All students in the study had some degree of nomophobia (mild = 56, moderate = 95, severe = 30). Canadian Occupational Performance Measure performance and satisfaction scores were significantly lower in students with severe nomophobia compared to the mild/moderately nomophobic students ( p<.05). The occupations of greatest concern were in the areas of productivity (studying, 20.89%), self-care (sleeping, 9.87%), and leisure (doing sport, 8.23%). Conclusion This study demonstrated a relationship between nomophobia and occupational performance difficulties in university students. Occupational therapists should consider nomophobia when evaluating occupational performance difficulties in university students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".