Impact of Screen Time on Personal Adjustment of First-Year Engineering Students

Abstract

The surge of digital technology has led to a sizeable increase in screen time among college students, especially the students opting for professional courses such as engineering. The adaptation from school to college represents a formative era characterized by academic pressure, social networking, and lifestyle modifications. This phase often coincides with an alarming use of digital devices for academic, social, and recreational purposes. While technology enhances access to information and connectivity, excessive screen exposure has raised concerns regarding its impact on students’ personal adjustment and mental health. The present study investigated the effect of screen time on personal adjustment among first-year engineering students. A comparative ex post facto research design was employed with a purposive sample of 60 first-year engineering students from Chhatrapati Sambhaji Nagar district. Participants were classified into two groups based on daily screen usage: more than five hours and less than five hours. The Personal Adjustment Inventory by C. G. Deshpande was administered. Data were analyzed using mean, standard deviation, and independent samples t-test. Results revealed a statistically significant difference between the two groups, indicating poorer adjustment among students with excessive screen time. The findings highlight the need for institutional interventions targeting digital balance and psychological well-being.