Deterioration of mental health due to digital addiction (based on the survey findings from a student sample)

Background. In the information and communication era, digital technologies are increasingly used across all areas of ac-tivity. While they serve as valuable tools for educational resources and drivers of development, researchers have also noted several negative effects. These include digital and gaming addiction, physical health issues (such as vision deterioration, sleep disorders, and muscle pain), voluntary social isolation evoking the risk of students’ maladjustment, depression, anxiety, stress, reduction in cognitive functioning and self-esteem. Objective: to examine the relationship between screen time and the severity of psychopathological symptoms, the risk of addiction, mental health deterioration, and reduced social activity. Materials. The study used data from a combined methodological approach involving cluster correlation analysis, and cross-sectional data from a non-random sample of student youth (n=324). The average age of the participants was 19.4 years (SD=1.3), with females representing 68.4% and males 31.6%. Methods. Mental state was assessed through psychiatric interviews. Psychometric tools included the standardized personality test (SMIL) which evaluates stable personality traits, behavioral patterns, emotional diffi-culties, and personality issues, and the SCL-90 symptom checklist which measures the severity of psychopathological symp-toms. Data were also collected on participants’ past and current use of digital devices particularly in the context of problematic internet use. The data obtained were analyzed using correlation and comparative analyses. Results. Out of 509 participants, 324 completed all stages of the study. About 33% of participants directly linked mental health problems with interaction with the digital environment, but their severity did not fully correspond to generally accepted criteria for addiction. Statistically sig-nificant relationships (p<0.001) were found between screen time and the severity of psychopathological symptoms, the risk of addiction, mental health deterioration, and decreased social activity. The study suggests that digital environments do not inher-ently create pathological personality traits in students. Rather, such traits are largely formed during childhood and adolescence ‒ before the average age at which students began using digital technologies (around 9.01 years). These early traits are shaped by real-world environmental influences and are layered upon a constitutional personality core. Therefore, the emergence or worsening of psychopathological symptoms appears to be secondary to pre-existing vulnerabilities. Students with personality disharmonies are more likely to misuse digital technologies. The digital environment serves as an easily accessible channel for traumatic impact targeting the most vulnerable aspects of the personality. The psycho-emotional reaction often involves using digital media as a way to avoid discomfort or tension, which in turn may worsen existing psychopathological symptoms (e.g., post-traumatic stress responses). Conclusion. As digital device use continues to begin at younger ages, professionals in psychi-atry, psychology, and psychotherapy will increasingly need to investigate the biological, psychological, and social factors that shape the mental health of individuals raised in a digital world. This research will be essential for understanding both the posi-tive and negative impacts of digital environments on personality development and overall mental health.