Nomophobia among Vietnamese High School Students: Psychological Implications and Intervention Strategies

Abstract

The rapid proliferation of smartphones has significantly reshaped adolescents’ daily routines, learning practices, and social interactions. While these technologies offer substantial benefits, their overuse has given rise to nomophobia—an emerging form of anxiety associated with the inability to access mobile devices. This study examines the prevalence, psychological manifestations, and underlying determinants of nomophobia among high school students in Dong Thap province, Vietnam.

Using a mixed-methods design, the study draws on survey data from 409 students alongside qualitative insights from teachers and parents. The findings indicate that nomophobia is highly prevalent, with more than 70% of students reporting anxiety or discomfort when separated from their smartphones. Notably, habitual usage patterns and the need for continuous social connectivity emerged as the most salient predictors, while family dynamics and personality traits further shaped students’ vulnerability to smartphone dependence.

In response, the study proposes a multi-level intervention framework integrating cognitive–behavioral strategies, school-based educational practices, and family engagement. Initial evidence suggests that interventions combining behavioral regulation with increased awareness of digital well-being are more effective than isolated measures.

By situating nomophobia within the socio-cultural context of Vietnamese adolescents, this study contributes to a more nuanced understanding of digital dependency in developing settings and offers actionable implications for educational policy and school-based mental health interventions