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Digital Dependency and Changing Social Relationships among
College Students in Kerala: A Sociological Study
Stany Mariya Joji., Majitha Nishan P.
PG Department of Sociology, Majlis Arts and Science College (Autonomous), Puramannur, Valanchery,
Malappuram, Kerala, India
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000196
Received: 03 November 2025; Accepted: 09 November 2025; Published: 15 November 2025
ABSTRACT
Digital media and mobile technology have become embedded in everyday social life, shaping communication
patterns, interpersonal relationships, and self-identity. Among young adults, smartphones function not only as
communication tools but also as emotional and social extensions of the self. This study investigates how
digital dependency influences the social relationships of college students in Kerala. A qualitative research
approach was adopted, with semi-structured interviews and focus group discussions conducted among 45
students in three colleges in Palakkad district. The analysis shows that digital dependency produces a mixed
outcome. It facilitates sustained communication, peer bonding, and identity performance while simultaneously
weakening face-to-face interaction, increasing emotional fatigue, and fostering comparison-oriented anxiety.
The study argues that digital dependency is a sociocultural phenomenon tied to peer expectations, belonging
needs, and evolving communication norms. The findings contribute to sociological debates on youth culture,
emotional life, and the network society in contemporary India.
Keywords: Digital Dependency, Youth Culture, Social Media, Identity Performance, Kerala, Sociological
Analysis
INTRODUCTION
Digital technology has become central to the everyday life of young people, influencing how they
communicate, learn, entertain, socialize, and understand themselves. Smartphones, social media platforms, and
instant messaging applications have become inseparable from their daily routines. These tools form a constant
presence, often carried from the moment one wakes up until sleep. College students in particular experience
digital engagement as part of ordinary living rather than as a separate or occasional activity. The boundaries
between online and offline spaces blur as digital interactions shape self-perceptions, friendships, and emotional
responses. In this context, the digital device functions not only as a communication tool but also as a space for
identity exploration and emotional connection.
Smartphones have changed the tempo and texture of social life. Social media platforms allow young people to
reach others instantly, create networks that cross physical space, and maintain relationships across time zones
and geographic distances. Messaging applications provide real-time updates, quick conversations, and
continuous companionship. For college students, digital interaction is no longer supplementary to physical
interaction; in many cases, it has become the primary mode through which relationships are formed, nurtured,
and sometimes even dissolved (Prensky, 2001). This shift represents more than a change in technology; it
reflects a transformation in social norms and expectations surrounding relationships, communication speed,
emotional availability, and self-presentation.
This shift is visible in daily routines. Students often check messages upon waking, reply to group chats while
traveling to college, scroll through updates between classes, and share moments of their day online. Even when
physically present with peers, many remain simultaneously engaged in digital interaction. This phenomenon
can be understood as parallel attention, where individuals divide their focus between the immediate
environment and the digital space. Conversations frequently alternate between spoken exchanges and typed
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messages. Young people who sit together may each be involved in different digital conversations while sharing
the same physical setting. This layered interaction suggests a reconfiguration of presence, where digital
presence can hold equal or sometimes greater value than physical presence.
Kerala provides a unique and significant context for studying these shifts. The state is known for its high
literacy, relatively high educational standards, widespread access to digital devices, and strong culture of
communication. With increasing internet penetration and affordable smartphones, digital usage among youth in
Kerala has expanded rapidly. Students in both rural and urban parts of the state actively engage with
technology for academic purposes, entertainment, socializing, political discussions, and creative self-
expression. Therefore, observing digital dependency among youth in Kerala can offer valuable insights into
larger patterns of social transformation in contemporary Indian society.
Digital platforms have become important spaces where identity is constructed and negotiated. Students curate
their social media profiles by selecting photographs, captions, interests, and online interactions to express who
they are or who they wish others to perceive them as. These platforms allow them to experiment with identity
in flexible ways, shifting between roles such as friend, student, performer, activist, or humorist. Visibility
becomes closely tied to self-worth. Likes, comments, reactions, and followers become indicators of social
recognition. Many students develop a habit of checking how others respond to their posts, which influences
their emotional state. Friendships, romantic relationships, peer belonging, and group identity are deeply
interconnected with digital interaction (Walsh, White, and Young, 2009).
However, these digital interactions also produce psychological and relational consequences. Scholars argue
that digital communication, while offering accessibility, may reduce the depth of emotional engagement.
Sherry Turkle (2017) suggests that continuous digital interaction can weaken empathetic listening, patience,
and the ability to handle silence or emotionally charged conversations. When interactions occur predominantly
through screens, individuals may become accustomed to editing, pausing, and carefully constructing their
responses. In face-to-face conversation, such control is not possible, and emotions must be expressed in real
time. Digital dependency can therefore limit the development of essential interpersonal skills such as
vulnerability, negotiation, and active listening.
Another consequence is the pressure of comparison. Social media environments are filled with curated images,
selective achievements, celebrations, and happy moments. These do not always reflect the complexities of real
life, yet they can shape expectations and desires. Students observing their peers may feel inadequate,
unsuccessful, or left behind if their own lives do not match the visible narratives of others. This invites
performance anxiety and self-doubt. Many describe the need to maintain an attractive digital identity
regardless of how they actually feel. In this manner, digital platforms create emotional contradictions. Students
may feel socially connected yet inwardly insecure. They may present confidence online while experiencing
uncertainty in private.
There is also the expectation of constant availability. Digital communication has created norms where delayed
replies or non-responsiveness may be interpreted negatively, sometimes causing tension or misunderstandings.
Students feel compelled to remain online, checking messages frequently to avoid missing information or
appearing indifferent. This expectation reinforces dependency, where digital presence becomes tied to
maintaining relationships.
Despite these challenges, young people do not simply consume technology passively. They actively negotiate
their digital practices, make choices, and reflect on their experiences. Some recognize the strain and attempt to
limit screen time. Others use digital platforms strategically for academic collaboration, political awareness,
personal expression, or career development. Digital engagement is therefore a dynamic process influenced by
social environment, cultural norms, emotional needs, and personal agency.
This study seeks to analyse these dynamics sociologically. It asks how digital dependency shapes
communication practices, emotional experiences, and the nature of social relationships among college students
in Kerala. By focusing on students lived experiences, the research aims to understand how young people
interpret and manage their digital involvement. The study views students not as passive recipients of
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technology but as active participants navigating changing communication cultures. Their voices, reflections,
and choices provide insight into how digital dependency is socially created, maintained, and experienced.
The significance of this research lies in its focus on relationships and emotional life. While technology is often
discussed in terms of efficiency, innovation, or access, its deeper impact on how people relate to one another
receives less systematic attention. This study contributes to understanding how the digital environment
reshapes intimacy, friendship, belonging, and self-concept among emerging adults. In doing so, it highlights
the cultural and emotional dimensions of digital dependency as a shared social condition rather than an
individual problem.
LITERATURE REVIEW
The phenomenon of digital dependency intersects with multiple sociological domains including
communication studies, youth culture, identity theory, and emotional sociology. The emergence of
smartphones and social networking platforms has altered how individuals interact, express themselves, and
interpret social belonging. For college students, digital technology often becomes a primary medium through
which relationships and identities are constructed. The literature reviewed below focuses on four major
thematic areas relevant to this study.
Digital Technology and the Transformation of Communication
Digital technology has significantly transformed the nature, pace, and structure of communication. Castells
(2010) conceptualizes contemporary society as a network society, where social relationships are organized and
mediated through digital networks rather than purely physical proximity. These networks allow instant
communication across distances, enabling constant connectivity. This form of communication is often
asynchronous, meaning that interactions do not require both parties to be present at the same time. As a result,
communication has become more flexible but also more fragmented.
Research shows that digital communication prioritizes speed, efficiency, and brevity rather than reflection or
emotional nuance (Baym, 2015). Messages tend to be shorter, more frequent, and mediated by visual cues such
as emojis, GIFs, and reaction buttons. These cues serve as symbolic markers of feelings but lack the
complexity of tone, expression, or physical presence that characterizes face-to-face conversation.
Turkle (2017) argues that such shifts weaken the quality of interpersonal communication. When young people
primarily interact through screens, the capacity for deep listening, patience, and sustained emotional presence
may decline. The screen enables users to edit or rehearse messages, reducing spontaneity and vulnerability.
While this can provide comfort and control, it also limits genuine emotional expression.
Other scholars note that digital communication creates new norms of availability. The expectation of
immediate response has become normalized (Ling & Donner, 2009). Delayed replies may be interpreted as
disinterest, disrespect, or emotional distance. This leads to increased pressure to remain constantly connected,
reinforcing dependency.
Thus, the transformation of communication through digital platforms is not merely technological but deeply
social. It reshapes how meaning is created, how relationships are maintained, and how emotional intimacy is
negotiated.
Youth Culture, Peer Belonging, and Social Validation
Youth culture is strongly influenced by peer relationships and the desire for social belonging. The period of
late adolescence and early adulthood is marked by identity exploration, self-expression, and the search for
recognition. Social media platforms offer spaces where young people display and negotiate identities through
images, captions, interests, and interactions (Boyd, 2014).
Prensky (2001) referred to today’s youth as digital natives, individuals who grow up immersed in digital
environments. For them, social media is not simply a communication tool but a public arena in which self-
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performance occurs. Likes, comments, follower counts, and shares become mechanisms for social validation.
These visible metrics serve as indicators of popularity and social worth.
Goffman’s (1959) theory of self-presentation is particularly relevant here. Social media platforms function like
stages where individuals manage impressions to influence how others perceive them. Students curate images
and posts to portray themselves as confident, sociable, or aesthetically appealing. However, this process can
create emotional tension when the performed identity does not align with the individual’s private emotional
experiences (Hogan, 2010).
Peer belonging also shapes platform usage patterns. Group chats, meme exchanges, shared playlists, and
collaborative online spaces contribute to shared identities and collective cultural meanings. Participation in
these networks becomes essential for maintaining social relevance. Failure to engage can lead to feelings of
exclusion or invisibility.
Yet, such environments can intensify comparison and competition. Social media emphasizes idealized self-
presentations, often filtered, polished, and selectively shared. This may result in self-evaluation based on
unrealistic standards (Chou & Edge, 2012). The constant need to appear “present” and “successful” contributes
to emotional pressure and identity instability.
Emotional Consequences of Digital Dependency
Digital dependency is associated with various emotional and psychological experiences. Constant connectivity
may lead to emotional exhaustion, reduced concentration, and sleep disturbances (Kushlev, Proulx & Dunn,
2016). Students often experience FOMO (Fear of Missing Out), in which they feel anxious about being
disconnected from ongoing conversations, trends, or social happenings (Przybylski et al., 2013). This anxiety
reinforces compulsive checking behaviors.
Continuous digital engagement also fragments attention. Users frequently switch tasks to respond to
notifications or scrolling, reducing the ability to remain mentally present in academic or social settings. This
can negatively affect academic performance and emotional stability (Rosen, Lim, Carrier & Cheever, 2014).
Moreover, emotional communication through screens may flatten emotional nuance. Messages lack tone,
posture, and facial expression, making misunderstandings more likely. Turkle (2017) notes that this shift may
reduce empathy because young people become accustomed to communicating without engaging with the
emotional presence of the other person.
On the other hand, digital platforms can also serve as emotional support systems. They allow individuals to
express emotions, seek encouragement, and maintain relationships across distance (Manago, Taylor &
Greenfield, 2012). Thus, digital dependency produces both supportive and stressful emotional landscapes.
The Kerala Context
Kerala’s socio-cultural environment adds unique dimensions to digital dependency. The state has one of the
highest literacy rates in India and a strong culture of communication and social awareness. With increasing
internet accessibility and smartphone penetration, young people in Kerala actively participate in digital
platforms for education, entertainment, activism, and community building.
Students in Kerala are generally articulate, socially engaged, and aware of broader social and political issues.
Digital platforms extend their opportunities to participate in discussions, share cultural content, and engage in
public debates. At the same time, digital transitions introduce new relational norms that may weaken
traditional patterns of face-to-face interaction and community-based socialization.
Communal gatherings, shared cultural spaces, and extended family networks have historically shaped social
belonging in Kerala. The growing emphasis on individualized digital spaces may shift these patterns toward
more personalized, image-based, and performance-oriented interaction.
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Thus, digital dependency in Kerala does not simply reflect global trends but intersects with local cultural
values, educational structures, and community identities.
Theoretical Framework
This study is guided by three interrelated theoretical perspectives that help explain how digital dependency
shapes communication practices, identity construction, and social belonging among college students. The
frameworks of Symbolic Interactionism, Network Society Theory, and Goffman’s Theory of Self-Presentation
together provide a sociological lens for understanding how online interactions influence relationships and
emotional experiences.
Symbolic Interactionism
Symbolic Interactionism is rooted in the idea that social reality is constructed through interaction. Meanings do
not exist independently; they are formed, negotiated, and modified through communication. Traditionally,
these interactions relied on physical presence where tone of voice, facial expressions, gestures, and body
language shaped interpretation. However, digital communication alters these interactional cues.
In digital spaces, meaning is conveyed through symbols such as emojis, reaction icons, typing speed,
punctuation style, and message timing. For instance, the use of a heart emoji may signal affection, while a
short reply or delayed response may be interpreted as disinterest or conflict. Even the act of being “online” or
viewing someone’s status update becomes meaningful, shaping perceptions of closeness, availability, or
emotional distance.
Symbolic interactionists argue that individuals continuously interpret and reinterpret such symbolic cues to
understand relationships. In digital platforms, these interpretations may be more ambiguous because emotional
cues are limited or controlled. Students may spend time analyzing the tone of a text message or the meaning of
a “seen” notification. Thus, digital communication introduces new layers of interpretation and emotional
negotiation.
This framework highlights how digital dependency is not only behavioral but symbolic. Students engage in
constant meaning-making as they navigate digital interactions, allowing devices and platforms to shape their
emotional and relational experiences.
Network Society Theory
Network Society Theory, developed by Castells (2010), emphasizes that contemporary social life is
increasingly structured within digital networks rather than physical or geographically-defined communities. In
this framework, networks become the central form of social organization, linking individuals through flows of
information, images, and emotions.
For college students, friendships, affiliations, support systems, and even romantic relationships often exist and
evolve within these digital networks. Belonging is expressed not only through physical social activities but
also through participation in shared digital spaces such as group chats, Instagram circles, and collaborative
online communities.
Being part of a network provides emotional security and identity reinforcement. However, exclusion or
invisibility within the network can create feelings of anxiety, inadequacy, or social isolation. For example,
being removed from a group chat or not included in a tagged photo can produce real emotional consequences.
Thus, the network society makes social belonging both expanded and fragile.
Network Society Theory helps explain why students feel compelled to remain connected. Disconnection is not
merely technological—it risks social invisibility. Students’ identities become intertwined with their digital
presence, and maintaining this presence becomes a requirement for social participation.
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Goffman’s Theory of Self-Presentation
Goffman’s (1959) theory views social life as a stage where individuals perform roles for an audience. Identity
is not fixed; it is actively constructed to create desired impressions. In face-to-face communication, this
performance is shaped by clothing, mannerisms, tone, and behavior. In digital spaces, the performance
becomes more controlled, curated, and continuous.
Social media amplifies self-presentation because the audience is always present and potentially large. Students
select photos, captions, profile layouts, and shared experiences carefully to portray identities they consider
socially desirable. The ability to edit and revise before posting intensifies identity performance.
However, the pressure to maintain consistency between offline and online identities can create emotional
strain. Students may feel compelled to present happiness, confidence, or sociability even when experiencing
stress or insecurity. The digital self becomes a strategic construction rather than a spontaneous expression.
This perspective helps explain comparison-based anxiety and emotional fatigue. When students constantly
observe others’ curated lives, they evaluate themselves against idealized standards. The digital environment
thereby transforms identity construction into both a personal and public activity.
Together, these theoretical perspectives provide a comprehensive foundation for understanding digital
dependency as a sociocultural and emotional phenomenon. They reveal how meaning, belonging, and identity
are negotiated in digital spaces, shaping the nature of social relationships among college students in Kerala.
METHODOLOGY
This study adopted a qualitative research methodology to understand the lived experiences of digital
dependency among college students. The focus was not merely on the frequency of digital device use but on
how students make meaning, negotiate identity, and sustain relationships in digital environments. A qualitative
approach enables the researcher to explore subjective experiences, emotional nuances, and interpersonal
interpretations that cannot be effectively captured through quantitative measurements alone. This approach
recognizes students as active social agents who continuously interpret and respond to digital communication
practices in their everyday lives.
Research Approach
A qualitative research approach was selected to explore the depth and complexity of students’ interactions with
digital technology. Qualitative research is particularly suited to examining social phenomena that involve
personal feelings, shared meanings, and cultural expectations. In this study, digital dependency was understood
not as a fixed behavioral category but as a dynamic social process shaped by peer relations, emotional needs,
identity expression, and cultural contexts.
The research therefore sought to interpret how students themselves describe their digital practices, how they
reflect on their emotional and relational experiences, and how they negotiate tensions between online and
offline communication. Rather than generalizing findings to all college students, the aim was to develop a
contextual, grounded understanding of experiences specific to the social and cultural environment of Kerala.
Study Setting
The study was conducted in three colleges located in the Palakkad district of Kerala. This district was selected
because it contains a mix of rural and semi-urban educational environments, allowing for variation in students’
socio-economic backgrounds and digital access. The three colleges represented distinct institutional categories:
1. A government arts and science college with a predominantly middle- and lower-income student
population.
2. An aided college with students from mixed socio-economic backgrounds.
3. A self-financing college where students generally had higher levels of access to personal digital devices
and uninterrupted internet connectivity.
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This variety provided a comparative perspective, allowing the study to explore whether institutional culture
and socio-economic conditions influence patterns of digital dependency and its effects on relationships.
Participants and Sampling
Participants were selected using purposive sampling, focusing on students who actively use smartphones and
social media. The sample included 45 students, aged 18 to 22, with 25 female and 20 male participants. All
participants used smartphones daily, and reported an average screen time ranging from 4 to 7 hours per day,
although some indicated usage could increase during exam breaks or leisure periods.
Purposive sampling was chosen because the research required participants who could meaningfully discuss
their digital practices. Students who rarely used digital media were not included, as the objective was to
examine relationships among individuals who were actively part of digital communication networks.
Data Collection Methods
Three complementary methods were used to gather data, enabling both individual expressions and collective
perspectives to emerge:
Method
Purpose
Details
Semi-Structured Interviews
To explore personal narratives and
emotional experiences
Each interview lasted 25–40 minutes,
conducted one-on-one
Focus Group Discussions
(FGDs)
To examine shared peer norms, group
dynamics, and cultural expectations
Separate FGDs held for male and
female participants to ensure openness
Field Observations
To observe real-time interaction
patterns and digital engagement in
everyday settings
Conducted discreetly in common areas
such as canteens, verandas, and library
corridors
Interviews and discussions were held in both English and Malayalam, depending on participant comfort. The
semi-structured format allowed flexibility to probe deeper into themes such as identity presentation, emotional
coping, and peer pressure. Field observations provided context to statements made during interviews, allowing
the researcher to compare self-reported experiences with actual behavior.
Data Analysis
All interviews and focus group discussions were audio-recorded (with participant consent) and transcribed
verbatim. Thematic analysis was used to identify patterns and meaning structures within the data. The analysis
involved multiple stages:
1. Familiarization: Reading transcripts repeatedly to understand the depth and tone of participants’
narratives.
2. Coding: Assigning labels to meaningful units of text, such as statements expressing comparison anxiety
or group chat pressure.
3. Categorization: Grouping related codes into conceptual categories such as:
o Connection and Belonging
o Identity Expression
o Emotional Strain
o Communication Avoidance
o Fear of Missing Out (FOMO)
4. Theme Development: Synthesizing categories into broader themes that represented core dynamics of
digital dependency.
Themes were compared across gender groups and institutional settings, allowing the study to identify
similarities and subtle contextual differences.
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Ethical Considerations
The study followed standard ethical protocols for qualitative research. Participants were informed about the
purpose of the study and assured that their participation was voluntary. Informed consent was obtained in
writing. To protect anonymity, pseudonyms were assigned, and identifiable information was excluded from
transcripts and reporting. The researcher took care to avoid judgmental language, recognizing that digital
dependency is a socially shaped behavior rather than a personal flaw. The intention was to create a safe and
open conversational environment where students felt comfortable sharing personal experiences without fear of
stigma.
Findings and Analysis
The data collected from interviews, focus group discussions, and field observations revealed a complex and
layered experience of digital dependency among college students. The findings highlight how smartphones and
digital platforms have become intertwined with emotional life, identity construction, and social belonging.
Five major themes emerged through thematic analysis.
The Smartphone as an Extension of the Self
Participants consistently described the smartphone as more than a technological device. It was perceived as an
emotional anchor, a source of comfort, and a constant companion. Students often personified their phones,
referring to them in relational terms rather than functional ones. Many expressed a sense of “incompleteness”
when separated from their phones:
“The phone is like my companion. When I feel upset, I scroll. When I feel bored, I scroll. It is always with
me.”
This highlights the symbolic and emotional significance attached to the smartphone. For some, the device
functioned as a coping mechanism to manage loneliness, stress, or boredom. Others mentioned that simply
holding the phone provided reassurance:
“Even when I am not using it, I hold it in my hand. It gives a sense of control.”
Such responses indicate that digital dependency is tied to emotional regulation. It supports Walsh et al. (2009),
who argue that mobile devices act as psychological extensions of the individual. This phenomenon suggests
that the smartphone has become integrated into the self-concept of students, influencing not only
communication but emotional states and self-realization.
Digital Communication as a Primary Social Mode
Participants overwhelmingly reported that the majority of their interactions with peers occur through digital
platforms such as WhatsApp, Instagram, Snapchat, and Telegram. Face-to-face conversations, although still
valued, were described as less common and sometimes more emotionally risky.
Students noted that digital communication allowed them to carefully manage how they express themselves:
“It is easier to say things in chat. I can think before I type. In person, I may hesitate.”
This suggests that digital interaction offers emotional safety through control. Unlike face-to-face conversation,
which requires spontaneous responses, digital communication allows time to think, edit, and refine messages.
While this reduces vulnerability, it may also decrease emotional authenticity. Several participants
acknowledged that digital conversations often feel “lighter” or “less serious,” lacking the depth of in-person
interaction.
This supports Turkle’s (2017) argument that digital communication can weaken the emotional substance of
conversation. Students may appear more expressive online, yet may struggle to articulate emotions in direct
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interactions. Thus, digital communication becomes both enabling and limiting—facilitating connection but
reducing emotional depth.
Group Chats and Peer Norms
Group chats emerged as central spaces for social belonging. Class groups, friendship circles, and interest-based
chat groups formed digital communities within which identity and relational ties were maintained. However,
these group spaces also generated pressure to remain constantly present.
“If I don’t reply for some time, I feel I am missing something important.”
The sense of urgency within group chats created a social obligation to respond promptly. Delayed replies were
sometimes interpreted as disinterest or emotional distance. Students reported anxiety when the group was
active and they were offline, describing a fear of social exclusion.
Group chats also structured humor, shared experiences, and peer narratives. Inside jokes and shared references
shaped group identity. However, those who could not follow or participate frequently risked marginalization.
This reinforces Prensky’s (2001) view that digital integration shapes peer belonging and identity affirmation.
The group chat dynamic illustrates that digital dependency is not merely individual—it is socially reinforced.
Students remain connected not only out of personal preference but because digital participation is essential for
maintaining social membership.
Social Media as a Stage for Identity Performance
Participants described social media, particularly Instagram, as a space for constructing and presenting identity.
Profiles were often curated to display confidence, happiness, attractiveness, or sociability. Many acknowledged
that their online personas were intentionally selective and did not fully reflect their real emotional experiences.
“I try to look cheerful in photos even when I am stressed. It is like we have to show we are doing well.”
This aligns with Goffman’s (1959) theory of self-presentation, where individuals perform identities for an
imagined audience. Students consciously edited images, selected specific angles, and refined captions to
produce a desirable impression.
However, this performance created emotional strain:
“Sometimes I post things I don’t feel. But if I stay silent, others may think something is wrong.”
This indicates that self-presentation online is not only self-driven but shaped by perceived peer expectations.
Silence on social media may be interpreted as social withdrawal, prompting individuals to feel pressured to
maintain digital visibility.
The findings reveal that social media amplifies identity performance by making the audience ever-present.
Students reported spending significant mental energy thinking about how posts would be received, how others
might interpret their images, and how they appeared in comparison to peers.
Emotional Fatigue, Comparison, and Anxiety
A prominent theme among participants was emotional fatigue resulting from continuous exposure to curated
content on social media. Students compared their daily lives to the “highlight reels” of others. As one
participant explained:
“Everyone looks perfect online. When I scroll, I start thinking my life is not good enough.”
This comparison-based anxiety contributed to self-doubt, reduced self-esteem, and emotional exhaustion.
Many participants recognized these negative effects but felt unable to disconnect. FOMO (Fear of Missing
Out) acted as a significant barrier to reducing screen time.
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This aligns with Kushlev, Proulx, and Dunn (2016), who argue that continuous digital engagement leads to
emotional depletion and decreased mental well-being. Participants reported cycles of scrolling, comparison,
momentary validation through likes, followed by renewed anxiety.
Despite awareness of these emotional consequences, peer norms and social expectations reinforced digital
dependency. As one participant stated:
“We know it affects us, but if we stop, we feel left out.”
Thus, dependency persisted not simply because of habit but because digital disengagement threatened social
belonging.
Overall, the findings demonstrate that digital dependency among college students is a relational and emotional
phenomenon rooted in identity, belonging, and social expectations. Smartphones and social media do not
simply mediate relationships; they shape how relationships are imagined, negotiated, and valued.
DISCUSSION
The findings of this study illustrate that digital dependency among college students in Kerala is not merely a
product of technology use, but a socially embedded phenomenon shaped by cultural expectations, peer
networks, and emotional needs. The motivations driving digital engagement are closely tied to the desire for
belonging, visibility, and identity affirmation. Students use digital platforms to remain connected to peer
groups, express themselves, and negotiate their place within social circles. In this sense, smartphones and
social media platforms function as tools for maintaining social presence and relational continuity.
Digital spaces enable students to be constantly involved in the lives of their peers. Group chats, status updates,
and social media timelines create a sense of shared experience even when individuals are physically separated.
This form of mediated companionship reduces feelings of isolation and reinforces bonds of familiarity.
However, the continuous nature of these interactions also introduces pressure to remain available, responsive,
and visible. The expectation of constant online presence becomes a condition for social acceptance. Students
may fear that withdrawal from these platforms would result in gradual invisibility within their social circles.
Identity is increasingly shaped through external validation rather than internal reflection. Students construct
curated versions of themselves to meet perceived social expectations. The “imagined audience” present in
digital spaces shapes decisions about what to post, how to present personal experiences, and how emotions are
displayed. This aligns with Goffman’s (1959) perspective that identity is a performance regulated by audience
reactions. However, the difference in the current context is the permanence and visibility of the performance.
What is shared online can be viewed, liked, commented on, and revisited, amplifying its emotional
significance.
This situation reflects Castells’ (2010) concept of a network society, where social belonging and identity are
increasingly constructed through digital networks rather than physical communities. In this context, the
smartphone becomes a social passport—a necessary instrument for accessing social life. It also becomes a tool
of self-presentation, enabling individuals to shape how they are seen by others. Additionally, it acts as a
mediator of emotional life, providing distraction, validation, and companionship during moments of stress or
uncertainty.
However, digital dependency also carries significant consequences. One of the most notable is the reduction in
emotional depth during communication. Digital interactions allow individuals to edit and refine their
messages, which limits spontaneous emotional expression. This can weaken the ability to manage real-time
emotional exchanges in face-to-face situations. Many students reported discomfort during in-person
conversations, indicating a decline in interpersonal communication skills.
Another consequence is increased emotional vulnerability. Exposure to idealized images and achievements of
peers on social media platforms contributes to comparison, insecurity, and performance anxiety. The emotional
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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fatigue reported by participants indicates that digital environments can be psychologically demanding, even as
they provide social connection.
Therefore, digital dependency among college students in Kerala should be understood as a collective cultural
pattern rather than an individual weakness. It emerges at the intersection of peer expectations, media
influences, and evolving communication practices. The challenge lies not in eliminating digital engagement,
but in cultivating forms of digital participation that support emotional well-being, authentic self-expression,
and meaningful relationships.
CONCLUSION
This study demonstrates that digital dependency significantly shapes communication practices, emotional
experiences, and identity formation among college students in Kerala. Digital platforms have become central
to the everyday lives of students, influencing how they interact, express themselves, and relate to others. The
smartphone, in particular, has evolved into an emotional companion and social interface rather than merely a
technological device. Through constant connectivity, students maintain relationships, share experiences, and
participate in peer networks. However, this continuous engagement has also redefined the nature of presence,
intimacy, and attention.
The findings reveal a clear paradox: students report feeling socially connected through digital media, yet
simultaneously experience emotional distance and diminished face-to-face communication. While digital
interaction enables convenience and emotional safety—allowing individuals to think before responding and
avoid vulnerability—it also reduces spontaneous, empathetic, and nuanced forms of expression. Digital
communication can provide belonging, but it may also increase comparison, insecurity, and performance
anxiety. The rise of curated online identities intensifies the pressure to appear confident, attractive, and
successful, even when these portrayals may not reflect lived realities.
Therefore, digital dependency among youth must be understood as a cultural and relational phenomenon rather
than merely a behavioral habit. It is shaped by peer norms, institutional expectations, and wider social
transitions toward network-mediated relationships. The challenge is not to discourage digital engagement but
to foster healthier and more mindful forms of use.
RECOMMENDATIONS
• Colleges can integrate digital well-being and emotional literacy programs into campus life, helping
students critically reflect on their media engagement.
• Families can encourage shared offline activities such as meals, informal conversations, or outdoor
routines to strengthen interpersonal bonds.
• Students can practice self-regulation strategies such as limiting notification exposure, engaging in
intentional screen breaks, and prioritizing face-to-face interactions.
Future Research
Further studies could compare urban and rural patterns of digital dependency, explore gendered differences in
digital emotional expression, and examine the long-term implications of digital dependency for mental health,
academic performance, and interpersonal development.
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