The increasing integration of digital technologies into daily life has spurred a growing body of research in the field of digital psychology. This research has shed light on the potential benefits and drawbacks of digital technologies for mental health and well-being. However, the intricate relationship between technology and psychology remains largely unexplored.
This study aimed to investigate the impact of mindfulness-based mobile apps on university students' anxiety, loneliness, and well-being. Additionally, it sought to explore participants' perceptions of the addictiveness of these apps.
The research utilized a multi-phase approach, encompassing a correlational research method, a pretest–posttest randomized controlled trial, and a qualitative case study. Participants were segmented into three subsets: correlations (n = 300), treatment (n = 60), and qualitative (n = 20). Data were gathered from various sources, including the social anxiety scale, well-being scale, social media use integration scale, and an interview checklist. Quantitative data was analyzed using Pearson correlation, multiple regression, and t-tests, while qualitative data underwent thematic analysis.
The study uncovered a significant correlation between social media use and the variables under investigation. Moreover, the treatment involving mindfulness-based mobile apps led to a reduction in students' anxiety and an enhancement of their well-being. Notably, participants held various positive perceptions regarding the use of these apps.
The findings of this research hold both theoretical and practical significance for the field of digital psychology. They provide insight into the potential of mindfulness-based mobile apps to positively impact university students' mental health and well-being. Additionally, the study underscores the need for further exploration of the intricate dynamics between technology and psychology in an increasingly digital world.
The field of digital psychology is undergoing rapid evolution, navigating the intricate intersection of psychology and technology to elucidate the profound impact of digital technologies on human behavior, cognition, and emotions [1, 2]. With digital technologies becoming increasingly ingrained in our daily lives, researchers are embarking on a journey to explore the multifaceted implications they bear for mental health and overall well-being. Within the realm of digital psychology, a diverse array of topics has captured the attention of investigators, encompassing the innovative use of technology for psychological interventions like cognitive-behavioral therapy (CBT) and mindfulness-based stress reduction (MBSR) [1, 2]. Furthermore, scrutiny has extended to the influence of social media on mental health, unveiling the potential for excessive social media use to contribute to feelings of anxiety and loneliness [3, 4].
The exploration of digital psychology has also delved into the impact of video games on cognitive and emotional faculties, with some studies suggesting that specific genres of video games have the potential to enhance attention and problem-solving skills [5, 6]. However, concerns surrounding video game addiction and the potential influence of violent video games on aggressive behavior have been the subject of extensive investigation [7,8,9,10]. The ubiquity of digital technologies in our daily existence has ignited a burgeoning interest in the domain of digital psychology. While research in this domain has yielded valuable insights into the prospective benefits and hazards of digital technologies for mental health and well-being, there remains a vast expanse of knowledge yet to be uncovered regarding the intricate interplay between technology and psychology. Specifically, there is a compelling need for an extensive body of research aimed at comprehending the enduring impacts of digital technologies on cognitive, emotional, and social functionality. Furthermore, it is crucial to decipher how these effects may vary among diverse demographic groups.
One particularly promising avenue of research within digital psychology is the integration of mindfulness-based mobile applications, which has shown considerable potential in alleviating symptoms of anxiety and loneliness. These applications typically offer guided meditation, breathing exercises, and various mindfulness practices that are readily accessible via mobile devices [2]. Their accessibility and user-friendly nature render them an appealing resource for individuals seeking to enhance their mental well-being without the need for traditional face-to-face therapy [3, 6].
In the contemporary landscape of higher education, university students are exposed to the pervasive influence of social media, which has the potential to induce negative psychological consequences such as heightened social anxiety and increased feelings of loneliness. The omnipresence of social media platforms can foster a sense of comparison, social pressure, and disconnection among undergraduate students, amplifying the challenges they already face. Given these circumstances, there is a compelling need to explore interventions that can counteract these adverse impacts, and mindfulness-based interventions emerge as a promising avenue for consideration.
By examining the intersection of these interventions with the digital sphere, this study seeks to illuminate how Digital Mindfulness-based treatments might serve as a potent tool to mitigate the detrimental effects of social media exposure, thereby fostering a healthier psychological landscape among university students [11,12,13,14,15].
Furthermore, many of these applications provide personalized features such as progress tracking and goal setting, which enhance user engagement and motivation [9]. As the popularity of these applications continues to soar, it becomes imperative to further investigate their effectiveness across various demographic cohorts and contextual settings, as well as to identify the most potent features and interventions for fostering improvements in mental health [10].
The rationale for this study is firmly grounded in the contemporary higher education landscape, where undergraduate students navigate a myriad of challenges that may impact their mental well-being. With the pervasive integration of digital technologies into students' lives, the investigation of Digital Mindfulness-based interventions becomes not only relevant but crucial. The novelty of this study lies in its exploration of the intricate relationship between social media usage and the well-being of university students, specifically targeting social anxiety and loneliness. Moreover, it introduces an innovative approach by examining the effectiveness of digital mindfulness-based interventions in ameliorating these psychological challenges. By addressing this uncharted territory, the study not only contributes to the growing field of digital psychology but also offers valuable insights into the potential of technology-driven mindfulness interventions as a means to enhance the mental well-being of the digital-native student population. This unique blend of investigating the impact of technology on psychological well-being while simultaneously assessing the effectiveness of digital interventions positions the study at the forefront of contemporary research in the field. Given the potential benefits of digital mindfulness apps in reducing anxiety and loneliness, coupled with the distinct challenges that emerge during the undergraduate phase, this research seeks to provide invaluable insights into the perceptions and experiences of students. By delving into the perceptions of adults regarding these treatments, this study aspires to shed light on the feasibility, effectiveness, and potential limitations of digital mindfulness-based interventions for enhancing the mental health of undergraduate students in the modern digital age. Therefore, this study endeavors to address the following critical questions:
The study investigating the effects of mindfulness-based mobile apps on university students' anxiety, loneliness, and well-being in the context of social media usage draws upon a multifaceted theoretical framework. At its core, it is rooted in mindfulness theory, which emphasizes present-moment awareness and non-judgmental acceptance to alleviate stress and anxiety [5,6,7,8]. To understand the influence of social media on students, social cognitive theory is relevant, as it explores how individuals learn from observing others in their social networks. Additionally, social comparison theory informs the study by shedding light on how students may constantly compare themselves to others on social media, potentially leading to feelings of loneliness and social anxiety [11,12,13,14,15]. The study also taps into addiction and compulsive behavior theories to comprehend the perceived addictiveness of mindfulness-based mobile apps. Technology acceptance models (TAM) help in understanding user acceptance and perceptions of these apps. Moreover, the study aligns with principles of positive psychology by aiming to enhance well-being and reduce anxiety and loneliness, which are central concerns in this field. Finally, media effects theories, like cultivation theory and uses and gratifications theory, inform the exploration of how social media use affects students' mental health and well-being [13]. This multifaceted theoretical approach provides a comprehensive foundation for unraveling the intricate relationship between technology, psychology, and well-being in the digital age, offering a well-rounded perspective on the research questions at hand [12, 13].
The use of social media has become increasingly prevalent among university students, and with it comes growing concern about its potential impact on mental health and well-being. Specifically, research has focused on the relationship between social media use and symptoms of social anxiety, loneliness, and well-being among university students. The majority of studies focused on the relationship between social media use and symptoms of social anxiety and/or loneliness. These studies generally found that higher levels of social media use were associated with greater symptoms of social anxiety and loneliness among university students [11,12,13,14,15,16]. For example, Schønning et al. [16] found that social media use was positively associated with symptoms of social anxiety among Chinese university students. Similarly, a study by Wang et al. [13] found that social media use was positively associated with symptoms of loneliness among Chinese university students.
Two studies focused on the relationship between social media use and well-being. One study found that higher levels of social media use were associated with lower levels of well-being among university students [17] Another study found that social media use had a curvilinear relationship with well-being, such that moderate levels of social media use were associated with higher levels of well-being, while both low and high levels of social media use were associated with lower levels of well-being [13].
The findings of this literature review suggest that social media use may be associated with greater symptoms of social anxiety and loneliness among university students. However, the relationship between social media use and well-being is less clear, with some studies suggesting a negative relationship and others suggesting a curvilinear relationship. Several additional studies have also examined this relationship. For example, a study by Kose and Dogan [18] found that social media use was negatively associated with psychological well-being among Turkish university students. Another study by Błachnio, et al., [19] found that Facebook addiction was negatively associated with self-esteem and life satisfaction among Polish university students. Similarly, Chen et al. [20] conducted a systematic review of 23 studies examining the relationship between social media use and mental health outcomes among college students. The authors concluded that social media use was generally associated with negative mental health outcomes, including loneliness, anxiety, and stress. However, they noted that the strength of this relationship varied across studies and suggested that more research was needed to better understand the mechanisms underlying this relationship. In another study, Seabrook et al. [21] conducted a systematic review of 20 studies examining the relationship between social networking sites and loneliness and anxiety. They found that social networking sites were associated with both loneliness and anxiety, but that the strength of this relationship varied across studies and depended on factors such as frequency and intensity of social networking site use and individual differences in vulnerability to mental health problems. Similarly, Tandoc Jr. et al. [14] conducted a study examining the relationship between Facebook use, envy, and depression among college students in the United States. They found that Facebook use was positively associated with envy, which in turn was positively associated with depression. They suggested that envy may be a mechanism underlying the relationship between social media use and negative mental health outcomes.
Mindfulness-based mobile apps are becoming increasingly popular as a tool for promoting mental health and wellbeing. These apps include a variety of different mindfulness-based practices, such as guided meditations, breathing exercises, and other techniques aimed at reducing stress and anxiety. While there is growing evidence that mindfulness-based interventions can be effective in promoting mental health, less is known about the effectiveness of these interventions when delivered via mobile apps. This literature review aims to synthesize the existing research on mindfulness-based mobile apps and mental health outcomes.
The majority of studies focused on the effectiveness of mindfulness-based mobile apps in reducing symptoms of anxiety and depression. These studies generally found that mindfulness-based mobile apps were effective in reducing symptoms of anxiety and depression in a variety of populations, including college students, adults, and individuals with chronic medical conditions [2, 10, 22,23,24]. For example, a study by Strauss et al. [23] found that a mindfulness-based mobile app was effective in reducing stress and improving coping skills in a sample of healthcare workers. Similarly, a study by Lomas et al. [24] found that a mindfulness-based mobile app was effective in reducing stress and improving resilience in a sample of university students. In addition to examining the effectiveness of mindfulness-based mobile apps, several studies explored the factors that influence user engagement and adherence to these interventions. For example, a study by Valinskas et al. [25] that users who were using the app for more than 24 days and had at least 12 active days during that time had 3.463 (95% CI 1.142–11.93) and 2.644 (95% CI 1.024–7.127) times higher chances to reduce their DASS-21 subdomain scores of depression and anxiety, respectively. Another study by Linardon, et al. [22] found that interventions that were more interactive and personalized were more effective in promoting user engagement and adherence.
Some studies also explored the effectiveness of mindfulness-based mobile apps in addressing other mental health conditions beyond anxiety and depression. For example, a study by Wahbeh et al. [10] found that a mindfulness-based mobile app intervention was effective in reducing symptoms of posttraumatic stress disorder (PTSD) in a sample of veterans. Similarly, a study by Biegel et al. [26] found that a mindfulness-based mobile app intervention was effective in reducing symptoms of ADHD in a sample of adolescents.
The utilization of technology for the provision of mental health support has gained increasing prominence within the context of university students, prompting a burgeoning interest in comprehending their encounters and viewpoints. Related inquiries have been undertaken in diverse geographical regions, including the United States, Canada, Australia, and the United Kingdom. Predominantly, these investigations have centered on the advantages and obstacles inherent in employing technology for mental health support. Generally, these inquiries have ascertained that technology is perceived as a convenient and readily accessible modality for accessing mental health support services among university students [27,28,29,30]. For instance, Birnbaum et al. [27] conducted a study revealing that college students in the United States exhibited a willingness to engage with mental health applications to manage their stress and anxiety. Nevertheless, certain studies have also discerned impediments associated with the adoption of technology for mental health support, encompassing apprehensions regarding privacy and confidentiality [27,28,29,30], concerns about the quality and dependability of information [29], and challenges related to navigating and effectively utilizing mental health applications [30].
Additionally, two investigations have focused their attention on delineating the determinants influencing the utilization of technology for mental health support among university students. These studies have identified an array of factors exerting an influence over students' engagement with technology for mental health support, encompassing individual attributes (e.g., mental health literacy, technological attitudes) [31], societal influences (e.g., stigma, peer support) [31], and environmental considerations (e.g., technology availability, access to mental health services). The cumulative insights garnered from this comprehensive literature review underscore the potential of technology as a convenient and accessible avenue for accessing mental health support among university students. However, it is essential to acknowledge that complexities and multifaceted dynamics underlie the factors influencing its utilization, and an array of challenges remain associated with its application in this context.
Likewise, a study conducted by Kern et al. [32] documented that 23.8% of users reported experiencing a positive impact on their mental health through the use of mental health applications. Notably, individuals who had received mental health services within the past 12 months exhibited a significantly higher propensity to embrace mental health apps in comparison to those who had not accessed such services. The allure of convenience, immediate availability, and confidentiality emerged as prevalent factors driving interest in Mental Health Apps (MHAs).
Furthermore, a study conducted by Free et al. [33] unveiled the unsurprising proliferation of numerous mobile applications designed to aid in the diagnosis, monitoring, and management of health conditions, albeit with varying levels of efficacy. Similarly, research by Brindal et al. [34] found that participants who had intermittent access to a smartphone app over a 4-week trial period demonstrated notable enhancements in indicators of emotional well-being. This broader observation suggests that uncomplicated and easily accessible solutions can yield substantial improvements in overall well-being. In addition, a study by Karyotaki et al. [35] reported the effectiveness of web-based interventions in mitigating the symptoms of depression and anxiety among college students.
This was a multi-phase research design. In the first phase, a correlational research method was used for exploring the correlation among the research variables. In the second phase, we used a pretest–posttest randomized controlled trial to assess the effectiveness of a mindfulness-based mobile app intervention on symptoms of anxiety, loneliness, and well-being. Moreover, in the third phase, a qualitative research method was used for exploring the participants’ perceptions of mindfulness-based intervention.
Participants for this study were selected from graduate students at Zhoukou Vocational and Technical College in China. Three separate groups were recruited for the study. The first group consisted of 300 participants who were recruited for a correlational study related to question 1. The eligibility criteria for this group were as follows: participants must be graduate students at Fudan University and willing to participate in the study. The sample size was determined based on power analysis and the expected effect size. The second group consisted of 100 participants who were recruited for question 2. The eligibility criteria for this group were the same as for the first group. Participants were randomly assigned to either an intervention group or a control group. The third group consisted of 20 participants who were recruited for question 3. The eligibility criteria for this group were the same as for the first two groups. Participants were selected using purposive sampling based on their responses to the questionnaire in question 2. All participants provided informed consent prior to participating in the study. The study was approved by the Institutional Review Board at Zhoukou Vocational and Technical College. Participants were assured of confidentiality and the right to withdraw from the study at any time without penalty.
The following instruments were used to collect data for this study:
It is a 22-item self-report questionnaire that measures social anxiety in adolescents [36]. SAS-A assesses various aspects of social anxiety, including fear of negative evaluation, social avoidance and distress, and physiological symptoms such as sweating and blushing. Each item is measured on a 5-point Likert scale, ranging from 1 (not at all) to 5 (extremely). The total score on the SAS-A ranges from 22 to 110, with higher scores indicating higher levels of social anxiety.
It is a 14-item self-report questionnaire that measures mental well-being in adults and adolescents [37]. The items on the WEMWBS assess various aspects of mental well-being, including optimism, positive relationships, and a sense of purpose. Participants rate each item on a 5-point Likert scale, ranging from 1 (none of the time) to 5 (all of the time). The total score on the WEMWBS ranges from 14 to 70, with higher scores indicating higher levels of mental well-being. The fourth instrument was social.
The SMUIS is a 10-item self-report questionnaire that assesses the frequency, duration and emotional connection to social media use [38]. The SMUIS includes questions related to the frequency and duration of social media use, as well as questions related to the emotional connection to social media use, such as "How often do you feel happy when using social media?" and "How often do you feel anxious when you are not able to use social media?" Participants are asked to rate each item on a 5-point Likert scale, ranging from 1 (never) to 5 (always). The reliability of the instruments was estimated using Cronbach’s alpha. Results revealed that the obtained Cronbach’s alpha for the instrument was above, 0.78 indicating that all used instruments enjoyed an acceptable level of reliability.
The interview checklist consisted of 8 open-ended questions followed by the interviewer’s prompts. The questions elicited the interviewees’ perceptions of the benefits and challenges of using mobile apps for improving mental health and well-being and reducing social anxiety symptoms and loneliness (See Additional file 1). The interview checklist was approved by 4 colleagues and there was a high agreement among the panel of experts regarding the relevance of the interview questions.
Mindfulness-based mobile apps are mobile applications designed to help individuals develop mindfulness skills and reduce symptoms of stress, anxiety, and depression. These apps typically include guided mindfulness exercises, educational resources, and other features to help individuals practice mindfulness on a regular basis. The specific features of mindfulness-based mobile apps may vary but typically include guided meditations, breathing exercises, and other mindfulness practices. Some apps may also include educational resources, such as articles or videos that provide information about mindfulness and its benefits. Many apps also include features for tracking progress, setting goals, and sharing progress with others. In this study, the participants who participated in the treatment phase were asked to download popular mindfulness-based mobile apps including Headspace, Calm, and Insight Timer. These apps are available for download on mobile devices and offer a range of mindfulness exercises and resources for users to explore.
The study was conducted in multiple steps. Initially, a sample of 300 graduate students from Fudan University was selected to participate in the research. These participants were asked to complete the Social Media Use Integration Scale (SMUIS) and the Depression Anxiety Stress Scales (DASS-21) to evaluate their social media use and mental health status. Next, a sample of 60 students from the same university was selected for the intervention study. These participants were randomly assigned to either an intervention group or a control group. The intervention group was given access to a mindfulness-based mobile app for eight weeks, while the control group received no intervention. Both groups completed the SMUIS and the DASS-21 at baseline, post-intervention, and three-month follow-up to evaluate the effectiveness of the intervention. Lastly, a qualitative study was conducted to gather in-depth information about the participants' experience with the mindfulness-based mobile app intervention. A purposive sample of 20 participants from the intervention group was selected for this study. They underwent semi-structured interviews to provide qualitative data about their perceptions and opinions regarding the intervention.
For the quantitative data, the statistical software was employed. Firstly, descriptive statistics were calculated to determine the mean, and standard deviation of the Social Media Use Integration Scale (SMUIS) and Depression Anxiety Stress Scales (DASS-21) scores, as well as the mean, and standard deviation of the SMUIS and DASS-21 scores at baseline, post-intervention, and three-month follow-up for both the intervention and control groups. Secondly, bivariate correlations were conducted to examine the relationship between social media use and symptoms of anxiety and depression. Thirdly, multiple regression analysis was performed to determine the unique contribution of social media use to symptoms of anxiety and depression while controlling for other relevant variables. Fourthly, repeated measures ANOVA was conducted to examine changes in SMUIS and DASS-21 scores over time and to determine if there were differences between the intervention and control groups. Finally, post hoc tests were conducted to examine differences between groups at each time point. Effect sizes were calculated to determine the magnitude of the intervention's effects. However, for the qualitative data, the qualitative analysis software was employed. Firstly, the transcripts of the semi-structured interviews were analyzed using thematic analysis to identify themes and subthemes related to participants' experiences with the mindfulness-based mobile app intervention. Secondly, quotes were selected to support and illustrate the identified themes and subthemes. Lastly, the themes and subthemes were interpreted and discussed to provide insight into participants' perceptions and opinions regarding the intervention.
Pearson correlations between the variables were estimated and results are presented in Table 1.
Table 1 The relationship between social media use, social anxiety, loneliness, and well-beingTable 2 shows the results of a multiple regression analysis that examined the relationship between social media use, social anxiety, and loneliness as predictor variables and well-being as the outcome variable. The regression equation is:
$$Well-being\;=\;3.10\;-\;.18(Social\;Media\;Use)\;+\;.22(Social\;Anxiety)\;+\;.16(Loneliness)$$ Table 2 Multiple regression analysisThe results indicate that all three predictor variables significantly contributed to the prediction of well-being, with social media use (β = -0.29, p = 0.001), social anxiety (β = 0.31, p = 0.001), and loneliness (β = 0.28, p = 0.001) each having a significant unique effect on well-being, after controlling for the other variables. The constant term (B = 3.10, p = 0.001) represents the predicted well-being score when all predictor variables are held at zero.
The second research aimed at investigating the effects of the intervention on the students’ social anxiety, loneliness, and well-being. Results are presented in Table 3.
Table 3 ANOVA test for comparing the groups’ pretests and posttestsThe third research question explored the students’ perceptions of the effects of mindfulness-based mobile apps on the students’ social anxiety, loneliness, and well-being. The detailed analysis of the interviews revealed 6 benefits and 4 challenges of using technology for mental health support. The first extracted benefit as mentioned by 10 students was thematically coded "Convenience and Accessibility". Participants reported that technology-based mental health support services are convenient and accessible, allowing them to access support anytime and anywhere. The following quotations exemplify the theme:
"I like using mental health apps because I can access them whenever I need to. I don't have to wait for an appointment or anything like that." (Student 3). Another student stated, "Online support groups are great because I can connect with people who have similar experiences no matter where I am."(student 11).
The second extracted benefit was thematically coded "Anonymity and Privacy". Participants appreciated the ability to access mental health support services online while maintaining anonymity and privacy. For instance, student 5 stated, "I like that I can access support without having to go to an office or talk to someone face-to-face. It feels less intimidating." This finding was also confirmed by student 6, who stated, "I feel more comfortable talking about my mental health online because I know that no one else needs to know about it."
The third extracted benefit was thematically coded "Customizable and Tailored Support". Participants appreciated the range of options available for mental health support online, including customizable and tailored support that they could access at their own pace. For instance, student 11 stated, "I like that I can choose the type of support that works for me. Some days I just need to read something and other days I need to talk to someone”. Similarly, student 6 stated, "The mental health app I use sends me reminders to check in with myself and practice self-care. It's nice to have that kind of tailored support."
The fourth extracted benefit was thematically coded as "Cost-effective". Participants reported that technology-based mental health support services are often more affordable than traditional face-to-face therapy, making them a more accessible option for those with limited financial resources. This finding was supported by student 17 who stated, "I can't afford traditional therapy, so using mental health apps is a great option for me since it's usually free or very affordable." Similarly, one of the students stated, “Online therapy is much cheaper than traditional therapy, so it's more accessible for people who can't afford to pay a lot."
The fifth extracted benefit was thematically coded as "Increased Awareness and Education". Participants reported that technology-based mental health support services helped them to become more aware of their mental health and provided education about mental health issues and coping strategies. For example, student 12 stated, "The mental health app I use has taught me a lot about mindfulness and how to manage my anxiety." Student 14 also stated, "I learned a lot about depression and how to cope with it from an online support group I joined."
The sixth extracted benefit was thematically coded as "Reduced Stigma". Participants reported that accessing mental health support services online helped to reduce the stigma associated with seeking mental health The following quotations exemplify the theme of support. For instance, one of the students stated, “I used to feel ashamed about seeking mental health support, but using mental health apps has helped me realize that it's okay to take care of my mental health." (Student 9). Similarly, another student argued, “Online support groups have helped me realize that I'm not alone in my struggles with mental health. It's nice to know there are others out there who understand."
Despite the above-mentioned benefits, the participants mentioned some challenges. The first extracted challenge was thematically coded "Quality and Accuracy of Information". Participants expressed concerns about the quality and accuracy of mental health information available online, and the potential for misinformation to be spread. For instance, student 11 stated, "There's so much information online, it's hard to know what's trustworthy and what's not." Another student stated, "I worry that some of the mental health information I see online is not based on evidence and could actually be harmful."(student 6).
The second extracted challenge was thematically coded as "Lack of Human Connection". Participants reported missing the human connection they would get from traditional face-to-face therapy and felt that technology-based mental health support services lacked the same level of personal connection. The following quotations from student 12 exemplify the theme:
"Sometimes I just need someone to talk to face-to-face. It's not the same as talking to a computer screen…. I miss the empathetic listening I would get from a therapist in person. It's hard to replicate that online."
The third extracted challenge was thematically coded as "Technical Difficulties". Participants reported experiencing technical difficulties with technology-based mental health support services, which could be frustrating and hinder their ability to access support. For instance, student 8 stated, “Sometimes the mental health app I use glitches or crashes, which can be really frustrating when I'm trying to use it for support…. I don't have the best internet connection, so sometimes it's hard to access online support groups."
The fourth extracted challenge was thematically coded "Privacy and Security Concerns". Participants expressed concerns about the privacy and security of their personal information when using technology-based mental health support services, and whether their information was being shared without their consent. As an example, student 13 stated, "I worry that my personal information could be shared without my consent, which would be a huge breach of trust." Student 9 also stated, “It's hard to know if my information is really secure when I'm using online mental health support services."
The study investigating the effects of mindfulness-based mobile apps on university students' anxiety, loneliness, and well-being in the context of social media usage is anchored in a multifaceted theoretical framework. At its core, the research draws upon mindfulness theory, a foundational framework emphasizing present-moment awareness and non-judgmental acceptance to alleviate stress and anxiety [5,6,7,8]. This theory forms the bedrock of the study's understanding, as mindfulness-based mobile apps are designed to foster these very principles, encouraging users to engage with the present, accept their experiences without judgment, and, in doing so, mitigate stress and anxiety.
In parallel, to fathom the intricate influence of social media on university students, the study leverages social cognitive theory, a framework highly pertinent for analyzing how individuals acquire and adapt behaviors, attitudes, and emotional responses through observation and modeling within their social networks [11,12,13,14,15]. Given the pervasive role of social media, this theory is essential for comprehending how the behaviors, emotions, and attitudes of students may be shaped by the content and interactions they encounter in the digital realm.
Moreover, the research takes into consideration social comparison theory, which underscores how social media users frequently engage in relentless self-comparisons with others, potentially fostering feelings of loneliness and social anxiety [11,12,13,14,15]. This theory is critical for acknowledging the "highlight reel" effect, wherein users predominantly share their positive experiences and achievements, inadvertently prompting social comparison and potentially engendering negative emotional responses.
In the exploration of the perceived addictiveness of mindfulness-based mobile apps, the study employs addiction and compulsive behavior theories. These theories unearth the underlying factors contributing to the allure and habit-forming nature of certain digital interventions, thereby offering valuable insights into the psychology of user engagement and potential addiction [12, 13]. When assessing user acceptance and perceptions of mindfulness-based mobile apps, the study draws from technology acceptance models (TAM). TAM provides a valuable framework for unraveling the intricacies of user adoption and attitudes toward technology-based interventions, elucidating critical factors like perceived usefulness and ease of use, which shed light on participants' acceptance of these apps [12, 13].
Furthermore, the research aligns with the principles of positive psychology, a framework that centers on the enhancement of human well-being and strengths. The study's focus on bolstering well-being and mitigating anxiety and loneliness aligns closely with the core tenets of positive psychology, making it a pertinent theoretical perspective [12, 13].
Lastly, media effects theories, such as cultivation theory and uses and gratifications theory, play a pivotal role in offering insights into how social media usage affects students' mental health and well-being [13]. Cultivation theory underscores the potential long-term impact of repeated exposure to media content, while uses and gratifications theory delves into how individuals actively use and engage with media to fulfill specific needs and gratifications.
By encompassing this multifaceted theoretical approach, the study constructs a comprehensive foundation for unraveling the intricate relationship between technology, psychology, and well-being in the digital age. This holistic perspective serves as a valuable compass in navigating the complexities of the research questions at hand, offering a deeper understanding of how these factors interconnect and influence one another [12, 13]. Additionally, the study incorporates media effects theories to further enrich its theoretical foundation. Cultivation theory, as one of the key media effects theories, underlines the potential long-term consequences of repeated exposure to media content. Given the omnipresence of social media in the lives of university students, understanding how continuous media exposure might shape their perceptions and attitudes is crucial [39,40,41,42,43,44,45]. Moreover, uses and gratifications theory plays a pivotal role by exploring how individuals actively engage with media to fulfill specific needs and gratifications. In the context of the study, this theory sheds light on why students turn to social media, whether it's for social interaction, information seeking, or entertainment, and how these purposes might be linked to their mental well-being [13].
To round out the comprehensive theoretical framework, the study interweaves elements of positive psychology. This perspective emphasizes the enhancement of human well-being, positive emotions, and strengths. By striving to boost well-being and alleviate symptoms of anxiety and loneliness, the study directly aligns with the core principles of positive psychology. Positive psychology focuses on fostering qualities like resilience, optimism, and emotional intelligence, which are highly relevant to the study's objectives [46,47,48,49,50]. Thus, this framework adds a positive, growth-oriented dimension to the study's theoretical foundation, underscoring the importance of not only addressing negative mental health outcomes but also promoting positive psychological well-being [12, 13].
In summary, the multifaceted theoretical framework encompassing mindfulness theory, social cognitive theory, social comparison theory, addiction and compulsive behavior theories, technology acceptance models (TAM), positive psychology, and media effects theories creates a robust and comprehensive foundation for unraveling the intricate relationship between technology, psychology, and well-being in the digital age. This holistic perspective enables the study to navigate the complexities of its research questions, offering a deeper understanding of how these factors interconnect and influence one another, and providing valuable insights into the impact of technology-driven interventions on the mental well-being of university students.
It can be concluded that the current findings add to the growing body of literature suggesting that social media use is linked to negative mental health outcomes. However, it is important to note that the causal direction of these relationships remains unclear. Although social media use may contribute to negative mental health outcomes, it is also possible that individuals who are already experiencing symptoms of anxiety and loneliness may use social media as a coping mechanism or to seek social support. Therefore, more research is needed to understand the complex relationship between social media use and mental health outcomes. It can also be concluded that the use of technology-based interventions can provide increased accessibility and convenience, anonymity and privacy, customizable and tailored support, cost-effectiveness, increased awareness and education, and reduced stigma. These findings demonstrate the potential of technology to offer effective and accessible mental health support for individuals in need.
The implications of investigating the relationship between social media usage and students' social anxiety, loneliness, and well-being within the context of digital mindfulness-based intervention are multifaceted. Firstly, as social media becomes increasingly integrated into students' lives, the study underscores the significance of understanding its potential repercussions on mental health. The findings can offer valuable insights to educational institutions, mental health professionals, and policymakers, prompting them to recognize the importance of promoting responsible social media usage among students. Secondly, the study's exploration of the effectiveness of digital mindfulness-based interventions in alleviating social anxiety, loneliness, and enhancing well-being holds significant implications for mental health intervention strategies. If proven efficacious, these interventions could serve as a practical and accessible means of addressing the psychological challenges posed by social media usage. This could potentially guide the development of tailored programs aimed at improving students' mental health and emotional resilience in the digital age. Furthermore, the study's focus on digital mindfulness-based interventions acknowledges the evolving nature of psychological interventions in the digital era. The implications of successful intervention highlight the potential of technology-assisted approaches to bridge the gap between traditional therapeutic methods and the modern digital landscape. This insight could inspire further innovation in mental health care, encouraging the integration of technology to reach wider audiences and promote positive mental well-being [51].
The current study also provides evidence that the intervention was effective in improving mental health outcomes over time. However, the study design does not allow us to determine the specific mechanisms by which the intervention was effective. Therefore, more research is needed to better understand how interventions can be optimized to improve mental health outcomes. Finally, while technology-based interventions can provide benefits such as convenience and accessibility, concerns about the quality and accuracy of mental health information available online, the lack of personal connection compared to traditional face-to-face therapy, and technical difficulties with accessing support have been reported by participants in this study.
The data will be made available upon request from the author ( email: sun894954@gmail.com).
The authors would like to thank all participants.