ArticleFrontiers in psychiatry2026
Association between problematic smartphone use and ADHD symptoms among nursing students at a Saudi public university.
Article in Frontiers in psychiatry, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Problematic smartphone use is increasingly recognized as a behavioral pattern associated with adverse mental health outcomes, including attention-deficit/hyperactivity disorder (ADHD) symptoms. Understanding this relationship is particularly relevant among nursing students, who face substantial academic and clinical demands that may influence attention regulation and technology use patterns. This study assessed the proportion of students with higher-likelihood problematic smartphone use, the proportion screening positive on the Adult ADHD Self-Report Scale (ASRS-v1.1) Part A, and the association between these constructs among nursing students at a Saudi public university. Methods: A descriptive correlational cross-sectional design was used. A convenience sample of 221 nursing students completed an online self-administered questionnaire distributed through social media platforms. Measures included a sociodemographic questionnaire, the Arabic version of the Problematic Use of Mobile Phones (PUMP) scale, and the ASRS-v1.1 Symptom Checklist. Results: Greater problematic smartphone use was associated with greater ADHD symptom burden (r = 0.70, p < 0.001). In multivariable logistic regression, higher-likelihood problematic smartphone use was significantly associated with greater odds of screening positive on the ASRS-v1.1 Part A (OR = 3.26, 95% CI: 1.80-5.90; p < 0.001), whereas age, gender, academic level, and campus residence were not statistically significant or were imprecisely estimated. Discussion: Because the ASRS-v1.1 is a screening instrument and the PUMP categorization is operational rather than diagnostic, these findings should be interpreted as evidence of cross-sectional association rather than diagnostic prevalence. Longitudinal research is warranted to clarify directionality, mechanisms, and the role of key confounders in nursing education.
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