Uso intenso da tecnologia e nomofobia em estudantes universitários: uma análise a partir do modelo dos cinco grandes fatores da personalidade

Abstract

The overall aim of this dissertation is to examine the moderating role of personality traits in higher education students regarding the relationship between nomophobia and technology use intensity. This dissertation consists of two separate manuscripts. The first study was a systematic literature review (SLR) on nomophobia among university students in Brazil. Generally, the SLR highlighted high levels of nomophobia and identified anxiety and depression as primary risks associated with excessive digital technology use. It also noted a scarcity of research on this topic within the country. The second study aimed to achieve the main goal of the dissertation by investigating how personality traits among university students moderate the relationship between nomophobia and technology use intensity. The hypotheses formulated were: H1) neuroticism would amplify the relationship between nomophobia and technology use intensity; and H2) conscientiousness would mitigate the intensity of the relationship between nomophobia and technology use. This study utilized a sample of 75 students who completed the Shortened Big Five Personality Traits Scale (Openness α = 0.727,Agreeableness α = 0.859, Conscientiousness α = 0.801, Extraversion α = 0.874, and Neuroticism α = 0.838), the Nomophobia Scale (α = 0.916), and a measure of technology use intensity. A high percentage of students were classified as nomophobic. Additionally, it was observed that personality dimensions were associated with different technology uses, withneuroticism being significantly related to nomophobia. Regarding moderation effects, neuroticism intensified the relationship between nomophobia and usage intensity for social media and various service applications. Overall, the research suggests that while nomophobia is prevalent, individual characteristics such as personality traits contribute significantly to its understanding.