Time-Based Digital Detox and Self-Regulated Learning: The Role of Scheduled Digital Breaks in Higher Education

Abstract

Problematic smartphone use is a concern in higher education, yet little is known about how time-based digital detox relates to self-regulated learning (SRL). This study examined the level of time-based digital detox among university students, its relationship with SRL, and which SRL dimension is most strongly associated with it. A quantitative, ex post facto survey design was used. Using multistage stratified random sampling, data were collected from 564 BS and MS/MPhil students at four public and private universities in Lahore, Pakistan, with self-developed Likert-scale instruments for digital detox practices and SRL. Data were analyzed with descriptive statistics, Pearson’s correlation, and multiple linear regression. Students reported a moderate level of time-based digital detox (M = 3.11, SD = 0.78), and it was strongly and positively correlated with SRL (r = .681, p < .001). The six SRL dimensions together explained 67.6% of the variance in time-based digital detox, F(6, 557) = 193.51, p < .001. Planning and goal setting was the only significant predictor (β = .793, p < .001). The findings suggest that supporting students’ planning skills may help them manage their digital behavior and protect their study time. The cross-sectional design and self-reported measures limit causal interpretation.