Gender Differences and the Relationship Between Digital Habits and Psychological Well-Being among Secondary School Students in Delhi

Abstract

In today’s interconnected world, digital technologies have become an integral part of daily life, profoundly influencing how individuals communicate, learn, and engage with their surroundings. The proliferation of smartphones, social networking platforms, and instant messaging applications has created a culture where online engagement shapes personal identity, relationships, and lifestyle. This constant connectivity has led to the emergence of digital habits, recurring patterns of technology use that may be either conscious or automatic (LaRose, Lin, & Eastin, 2003). For adolescents, who are among the most active users of digital technologies, these habits play a pivotal role in shaping cognitive, emotional, and social development.
Digital habits can be defined as repetitive and often automatic behaviours related to the use of digital devices and platforms (Oulasvirta, Rattenbury, Ma, & Raita, 2012). Such behaviours range from purposeful activities like academic research, skill-building, or creative expression to passive scrolling and prolonged social media use. As these habits become deeply ingrained, they influence attention spans, interpersonal communication, and even self-concept formation (Valkenburg & Peter, 2011). While digital engagement offers substantial benefits, including access to information, social connectedness, and creativity, excessive or unregulated usage has been associated with negative psychological outcomes such as anxiety, depression, poor sleep quality, and decreased well-being (Twenge, 2019; Boer et al., 2021).
In the field of psychology, psychological well-being (PWB) is widely recognised as a multidimensional construct encompassing emotional balance, life satisfaction, purpose, and the capacity to manage life’s challenges effectively. Unlike the traditional view of mental health as merely the absence of illness, psychological well-being reflects the presence of positive mental states such as self-acceptance, autonomy, and meaningful social relationships (Ryff, 1989). It represents how individuals perceive and evaluate their lives both cognitively and affectively, and it serves as a vital indicator of overall mental health and quality of life.
The relationship between digital habits and psychological well-being has become a central theme in contemporary behavioural research. Studies suggest that the quality and purpose of digital engagement, rather than mere screen time, determine its impact on well-being (Przybylski & Weinstein, 2017). Mindful digital use can enhance emotional resilience and social belonging, whereas compulsive or habitual use can foster dependency and social isolation. For adolescents, who are navigating identity formation and peer relationships, the boundary between healthy and unhealthy digital habits is particularly delicate (Kushlev, Proulx, & Dunn, 2016).
Furthermore, gender differences play a significant role in how digital habits manifest and affect mental health. Research indicates that adolescent girls are more likely to engage in social networking activities and report emotional consequences of online interactions, while boys are often drawn to gaming or informational use (Twenge & Martin, 2020). These gender-based variations not only shape the type and intensity of digital engagement but also mediate its psychological effects.
In the context of secondary school students, especially in urban centres like Delhi, understanding digital habits is essential for educators, parents, and policymakers. The academic and social environments of these students are increasingly intertwined with digital media, making it imperative to assess how habitual digital behaviours influence learning outcomes, self-esteem, and psychological well-being. By examining the patterns and correlates of digital habits among adolescents, researchers can better identify strategies to promote psychological well-being, which include a balanced, mindful, and healthy relationship with technology.