DISEÑO Y VALIDACIÓN DE LA
ESCALA DE FATIGA EMOCIONAL POR
HIPERCONECTIVIDAD EN ESTUDIANTES
DE UNIVERSIDAD MEXICANOS-EFEH
DESIGN AND VALIDATION OF THE EMOTIONAL FATIGUE
SCALE DUE TO HYPERCONNECTIVITY IN MEXICAN
UNIVERSITY STUDENTS-EFEH
Monica Borgetti-Lopez
Universidad Iberoamericana de Torreón, México
Regina Izquierdo-García
Universidad Iberoamericana de Torreón, México
Valentina Tamayo-Izaguirre
Universidad Iberoamericana de Torreón, México
Jessica Berenice Flores-Mendoza
Universidad Iberoamericana de Torreón, México
pág. 8221
DOI: https://doi.org/10.37811/cl_rcm.v10i2.23814
Diseño y Validación de la Escala de Fatiga Emocional por
Hiperconectividad en Estudiantes de Universidad Mexicanos-EFEH
Monica Borgetti-Lopez1
monica.boregtti@ibero-torreon.edu.mx
https://orcid.org/0009-0007-9938-5586
Universidad Iberoamericana de Torreón
México
Regina Izquierdo-García
regina.izquierdo@ibero-torreon.edu.mx
https://orcid.org/0009-0004-3617-1773
Universidad Iberoamericana de Torreón
México
Valentina Tamayo-Izaguirre
valentina.tamayo@ibero-torreon.edu.mx
https://orcid.org/0009-0006-4476-7950
Universidad Iberoamericana de Torreón
México
Jessica Berenice Flores-Mendoza
redapsic7@gmail.com
https://orcid.org/0000-0001-9710-5703
Universidad Iberoamericana de Torreón
México
RESUMEN
La fatiga emocional asociada a la hiperconectividad se ha convertido en un fenómeno frecuente entre
estudiantes universitarios, afectando su vida social, académica y bienestar psicológico. El estudio tuvo
como objetivo diseñar y validar un instrumento para evaluar la fatiga emocional derivada de
hiperconectividad hacia dispositivos móviles y redes sociales en estudiantes mexicanos. Se utilizó un
diseño no experimental, transversal y exploratorio. La muestra incluyó 171 estudiantes, seleccionados
mediante muestreo no probabilístico de bola de nieve. El instrumento tuvo 25 reactivos y se aplicó un
análisis de componentes principales con rotación Varimax. Los resultados mostraron dos factores que
explican el 55.004% de la varianza. El primero, uso problemático y dependencia, explicó 22.14%. El
segundo, malestar emocional, explicó 32.87%. El instrumento mostró consistencia interna adecuada (α
= .88). En conjunto, los resultados indican que es válido, confiable y pertinente para evaluar la fatiga
emocional asociada a la hiperconectividad en universitarios mexicanos, contribuyendo a comprender
los efectos del uso intensivo de tecnologías. Asimismo, aporta evidencia psicométrica relevante para
futuras investigaciones y posibles intervenciones en salud mental estudiantil, al ofrecer una herramienta
breve, clara y aplicable en contextos educativos y clínicos relacionados con el uso de tecnologías
digitales actuales en población joven.
Palabras clave: fatiga emocional; hiperconectividad; validez y confiabilidad; estudiantes universitarios.
1 Autor principal
Correspondencia: monica.boregtti@ibero-torreon.edu.mx
DOI: https://doi.org/10.37811/cl_rcm.v10i2.23814
Diseño y Validación de la Escala de Fatiga Emocional por
Hiperconectividad en Estudiantes de Universidad Mexicanos-EFEH
Monica Borgetti-Lopez1
monica.boregtti@ibero-torreon.edu.mx
https://orcid.org/0009-0007-9938-5586
Universidad Iberoamericana de Torreón
México
Regina Izquierdo-García
regina.izquierdo@ibero-torreon.edu.mx
https://orcid.org/0009-0004-3617-1773
Universidad Iberoamericana de Torreón
México
Valentina Tamayo-Izaguirre
valentina.tamayo@ibero-torreon.edu.mx
https://orcid.org/0009-0006-4476-7950
Universidad Iberoamericana de Torreón
México
Jessica Berenice Flores-Mendoza
redapsic7@gmail.com
https://orcid.org/0000-0001-9710-5703
Universidad Iberoamericana de Torreón
México
RESUMEN
La fatiga emocional asociada a la hiperconectividad se ha convertido en un fenómeno frecuente entre
estudiantes universitarios, afectando su vida social, académica y bienestar psicológico. El estudio tuvo
como objetivo diseñar y validar un instrumento para evaluar la fatiga emocional derivada de
hiperconectividad hacia dispositivos móviles y redes sociales en estudiantes mexicanos. Se utilizó un
diseño no experimental, transversal y exploratorio. La muestra incluyó 171 estudiantes, seleccionados
mediante muestreo no probabilístico de bola de nieve. El instrumento tuvo 25 reactivos y se aplicó un
análisis de componentes principales con rotación Varimax. Los resultados mostraron dos factores que
explican el 55.004% de la varianza. El primero, uso problemático y dependencia, explicó 22.14%. El
segundo, malestar emocional, explicó 32.87%. El instrumento mostró consistencia interna adecuada (α
= .88). En conjunto, los resultados indican que es válido, confiable y pertinente para evaluar la fatiga
emocional asociada a la hiperconectividad en universitarios mexicanos, contribuyendo a comprender
los efectos del uso intensivo de tecnologías. Asimismo, aporta evidencia psicométrica relevante para
futuras investigaciones y posibles intervenciones en salud mental estudiantil, al ofrecer una herramienta
breve, clara y aplicable en contextos educativos y clínicos relacionados con el uso de tecnologías
digitales actuales en población joven.
Palabras clave: fatiga emocional; hiperconectividad; validez y confiabilidad; estudiantes universitarios.
1 Autor principal
Correspondencia: monica.boregtti@ibero-torreon.edu.mx
pág. 8222
Design and Validation of the Emotional Fatigue Scale Due to
Hyperconnectivity in Mexican University Students-EFEH
ABSTRACT
Emotional fatigue associated with hyperconnectivity has become an increasingly common phenomenon
among university students, affecting different areas of their lives, including their social and academic
functioning as well as their psychological well-being. The present study aimed to design and validate a
psychological instrument to assess emotional fatigue derived from the constant use of mobile devices
and social media among Mexican university students. A non-experimental, cross-sectional design with
an exploratory scope was employed, using a single group of participants. The sample consisted of 171
university students selected through a non-probabilistic snowball sampling method. The initial
instrument included 25 items, and a principal component analysis with orthogonal Varimax rotation
was conducted to examine its factorial structure. The results indicated the presence of two factors that
jointly explained 55.004% of the total variance. The first factor, labeled problematic use and
dependence on mobile phones and social media, accounted for 22.14% of the variance. The second
factor, labeled emotional distress associated with social media use, explained 32.87% of the total
variance. Furthermore, the instrument demonstrated adequate internal consistency, with a Cronbach’s
alpha coefficient of .88, indicating a high level of reliability. Overall, the findings suggest that the
instrument presents adequate psychometric properties, being valid, reliable, and culturally relevant for
assessing emotional fatigue associated with hyperconnectivity among Mexican university students. This
instrument may contribute to the study and understanding of the psychological effects related to the
intensive use of digital technologies within the university population.
Keywords: emotional fatigue; hyperconnectivity; validity and reliability; university students.
Artículo recibido 20 marzo 2026
Aceptado para publicación: 15 abril 2026
Design and Validation of the Emotional Fatigue Scale Due to
Hyperconnectivity in Mexican University Students-EFEH
ABSTRACT
Emotional fatigue associated with hyperconnectivity has become an increasingly common phenomenon
among university students, affecting different areas of their lives, including their social and academic
functioning as well as their psychological well-being. The present study aimed to design and validate a
psychological instrument to assess emotional fatigue derived from the constant use of mobile devices
and social media among Mexican university students. A non-experimental, cross-sectional design with
an exploratory scope was employed, using a single group of participants. The sample consisted of 171
university students selected through a non-probabilistic snowball sampling method. The initial
instrument included 25 items, and a principal component analysis with orthogonal Varimax rotation
was conducted to examine its factorial structure. The results indicated the presence of two factors that
jointly explained 55.004% of the total variance. The first factor, labeled problematic use and
dependence on mobile phones and social media, accounted for 22.14% of the variance. The second
factor, labeled emotional distress associated with social media use, explained 32.87% of the total
variance. Furthermore, the instrument demonstrated adequate internal consistency, with a Cronbach’s
alpha coefficient of .88, indicating a high level of reliability. Overall, the findings suggest that the
instrument presents adequate psychometric properties, being valid, reliable, and culturally relevant for
assessing emotional fatigue associated with hyperconnectivity among Mexican university students. This
instrument may contribute to the study and understanding of the psychological effects related to the
intensive use of digital technologies within the university population.
Keywords: emotional fatigue; hyperconnectivity; validity and reliability; university students.
Artículo recibido 20 marzo 2026
Aceptado para publicación: 15 abril 2026
pág. 8223
INTRODUCTION
In recent decades, the use of mobile devices and social media has become deeply integrated into the
daily lives of university students, establishing itself as an essential tool for communication, information
access, and academic development (Islas, 2025). However, this constant availability has fostered the
emergence of hyperconnectivity, understood as continuous presence in digital environments and
difficulty in setting limits on their use (Panova & Carbonell, 2018; Büchi et al., 2019). Various studies
have pointed out that university students spend a considerable number of hours per day connected to
their smartphones, mainly through social media, instant messaging, and entertainment platforms, which
has raised interest in its potential effects on mental health and emotional well-being (Ayuso, 2025).
Recent studies indicate that this constant connection not only responds to functional needs but also
generates informational and emotional overload that can lead to psychological stress and mental
exhaustion (Durao et al., 2024; BMC Psychology, 2024).
Several studies have shown that digital hyperconnectivity promotes constant multitasking, understood
as the rapid alternation between multiple stimuli and digital tasks, which increases cognitive load and
reduces sustained attention capacity (Sáenz et al., 2025; Fernández-García et al., 2025; Landivar et al.,
2025). This overstimulation hinders emotional processing and promotes mental exhaustion, especially
in university students who combine academic demands with intensive social media use (Ophir et al.,
2019; Mark et al., 2018). Prolonged exposure to highly demanding digital environments can generate a
persistent feeling of cognitive overload, contributing to the development of emotional fatigue (Martínez,
2025; Buzali, 2025).
The university stage is characterized by high academic, social, and personal demands, making students
a particularly vulnerable population to the pressure of staying available, informed, and socially active
(Restrepo et al., 2023). In this context, hyperconnectivity does not only respond to academic needs but
also to the search for social belonging and interpersonal validation, reinforced by the dynamics of social
media (Durao et al., 2024). Excessive mobile phone use has been linked to difficulties disconnecting,
disturbances in sleep habits, concentration problems, and increased emotional fatigue (Secretaría de
Salud, 2023; García-Real & Losada-Puente, 2022).
INTRODUCTION
In recent decades, the use of mobile devices and social media has become deeply integrated into the
daily lives of university students, establishing itself as an essential tool for communication, information
access, and academic development (Islas, 2025). However, this constant availability has fostered the
emergence of hyperconnectivity, understood as continuous presence in digital environments and
difficulty in setting limits on their use (Panova & Carbonell, 2018; Büchi et al., 2019). Various studies
have pointed out that university students spend a considerable number of hours per day connected to
their smartphones, mainly through social media, instant messaging, and entertainment platforms, which
has raised interest in its potential effects on mental health and emotional well-being (Ayuso, 2025).
Recent studies indicate that this constant connection not only responds to functional needs but also
generates informational and emotional overload that can lead to psychological stress and mental
exhaustion (Durao et al., 2024; BMC Psychology, 2024).
Several studies have shown that digital hyperconnectivity promotes constant multitasking, understood
as the rapid alternation between multiple stimuli and digital tasks, which increases cognitive load and
reduces sustained attention capacity (Sáenz et al., 2025; Fernández-García et al., 2025; Landivar et al.,
2025). This overstimulation hinders emotional processing and promotes mental exhaustion, especially
in university students who combine academic demands with intensive social media use (Ophir et al.,
2019; Mark et al., 2018). Prolonged exposure to highly demanding digital environments can generate a
persistent feeling of cognitive overload, contributing to the development of emotional fatigue (Martínez,
2025; Buzali, 2025).
The university stage is characterized by high academic, social, and personal demands, making students
a particularly vulnerable population to the pressure of staying available, informed, and socially active
(Restrepo et al., 2023). In this context, hyperconnectivity does not only respond to academic needs but
also to the search for social belonging and interpersonal validation, reinforced by the dynamics of social
media (Durao et al., 2024). Excessive mobile phone use has been linked to difficulties disconnecting,
disturbances in sleep habits, concentration problems, and increased emotional fatigue (Secretaría de
Salud, 2023; García-Real & Losada-Puente, 2022).
pág. 8224
Recent research has shown that poor sleep quality acts as a mediating factor between intensive social
media use and the deterioration of emotional well-being and academic performance in university
students (BMC Psychiatry, 2023; Springer, 2025).
The use of mobile phones at night has been identified as a relevant risk factor for emotional well-being
in university students (Aldea et al., 2024). Recent studies indicate that screen exposure before sleep is
associated with circadian rhythm disturbances, lower sleep quality, and greater daytime sleepiness,
which increases vulnerability to emotional exhaustion and psychological stress (Exelmans & Van den
Bulck, 2016; Scott et al., 2019). These alterations directly affect academic and emotional functioning,
intensifying the negative effects of hyperconnectivity (Chachapoya et al., 2025).
In a study titled Relationship Between Fear of Missing Out and Social Media Fatigue: Cross-Lagged
Panel Design, conducted over two months with participants from four Chinese universities, the
objective was to analyze the relationship between fear of missing out (FoMO) and social media fatigue
in university students, as well as to examine the existence of a bidirectional predictive relationship
between both variables. Interesting results were found (Yao et al., 2025).
Fear of missing out (FoMO) has been conceptualized as a form of social anxiety linked to the need for
belonging and interpersonal validation (Díaz, 2026). Studies indicate that individuals with high levels
of FoMO have greater difficulty regulating their social media use, which increases the likelihood of
experiencing emotional fatigue and psychological distress (Elhai et al., 2017; Wegmann et al., 2017).
In university students, FoMO acts as a reinforcer of constant use of digital platforms, promoting a cycle
of continuous connection and emotional exhaustion (Soriano-Sánchez, 2022).
The findings showed that both fear of missing out (FoMO) and social media fatigue remained relatively
stable over time, as the levels obtained in the first measurement predicted those of the second.
Additionally, a bidirectional relationship between both variables was identified: high levels of FoMO
at the first time point were associated with a subsequent increase in social media fatigue, and similarly,
higher initial fatigue was related to an increase in FoMO in the second measurement. These findings
suggest the existence of a negative cycle between both variables, which may affect the emotional well-
being of university students and highlight the importance of considering these factors in statistical
analysis and in the design of intervention strategies (Yao et al., 2025).
Recent research has shown that poor sleep quality acts as a mediating factor between intensive social
media use and the deterioration of emotional well-being and academic performance in university
students (BMC Psychiatry, 2023; Springer, 2025).
The use of mobile phones at night has been identified as a relevant risk factor for emotional well-being
in university students (Aldea et al., 2024). Recent studies indicate that screen exposure before sleep is
associated with circadian rhythm disturbances, lower sleep quality, and greater daytime sleepiness,
which increases vulnerability to emotional exhaustion and psychological stress (Exelmans & Van den
Bulck, 2016; Scott et al., 2019). These alterations directly affect academic and emotional functioning,
intensifying the negative effects of hyperconnectivity (Chachapoya et al., 2025).
In a study titled Relationship Between Fear of Missing Out and Social Media Fatigue: Cross-Lagged
Panel Design, conducted over two months with participants from four Chinese universities, the
objective was to analyze the relationship between fear of missing out (FoMO) and social media fatigue
in university students, as well as to examine the existence of a bidirectional predictive relationship
between both variables. Interesting results were found (Yao et al., 2025).
Fear of missing out (FoMO) has been conceptualized as a form of social anxiety linked to the need for
belonging and interpersonal validation (Díaz, 2026). Studies indicate that individuals with high levels
of FoMO have greater difficulty regulating their social media use, which increases the likelihood of
experiencing emotional fatigue and psychological distress (Elhai et al., 2017; Wegmann et al., 2017).
In university students, FoMO acts as a reinforcer of constant use of digital platforms, promoting a cycle
of continuous connection and emotional exhaustion (Soriano-Sánchez, 2022).
The findings showed that both fear of missing out (FoMO) and social media fatigue remained relatively
stable over time, as the levels obtained in the first measurement predicted those of the second.
Additionally, a bidirectional relationship between both variables was identified: high levels of FoMO
at the first time point were associated with a subsequent increase in social media fatigue, and similarly,
higher initial fatigue was related to an increase in FoMO in the second measurement. These findings
suggest the existence of a negative cycle between both variables, which may affect the emotional well-
being of university students and highlight the importance of considering these factors in statistical
analysis and in the design of intervention strategies (Yao et al., 2025).
pág. 8225
Likewise, the normalization of constant technology use has contributed to the invisibility of its negative
effects, leading emotional exhaustion derived from permanent connection to be perceived as an
inevitable consequence of university life (Álvarez-Macías et al., 2025; Zavala-Romero, 2018). Recent
literature warns that this normalization makes early identification of emotional distress more difficult
and delays the adoption of self-care and digital regulation strategies, deepening the negative impact of
hyperconnectivity on mental health (BMC Psychology, 2024). Recent studies highlight that the lack of
digital and emotional literacy limits young people's ability to recognize signs of overload and establish
healthy limits in technology use (Gui & Büchi, 2021; Van Deursen et al., 2018). This deficiency favors
the prolongation of emotional distress and the adoption of dysfunctional digital habits. This panorama
positions hyperconnectivity as a relevant social issue, especially in young populations, where the
balance between functional use of technology and emotional well-being is increasingly compromised
(Consejo General de la Psicología en España, 2025). In this context, it is necessary to conceptually
define the main constructs that allow understanding this phenomenon and to analyze its implications in
the studied population.
The concepts addressed throughout this article will be defined. First, hyperconnectivity refers to the
state of being constantly connected to social media and digital communication platforms, which often
leads to excessive screen time and continuous interaction with online content (Unifranz, 2023). The
transition from traditional forms of communication to digital interactions has altered the way young
people establish relationships, perceive themselves, and relate to the world around them (Erasmediah,
2023). This permanent digital environment fosters constant social comparison and interpersonal
monitoring, factors that increase emotional vulnerability in university students (PubMed, 2024).
Emotional fatigue in university students has been associated with decreased academic motivation,
difficulties in emotional self-regulation, and a higher risk of academic burnout (Ibarra-Aguirre, 2024).
Empirical studies indicate that emotional exhaustion negatively affects engagement in academic
activities and overall performance, especially when combined with high levels of digital exposure
(Salmela-Aro & Read, 2017; Lin et al., 2020). In this sense, hyperconnectivity acts as a factor that
intensifies emotional strain in demanding educational contexts (Murillo, 2025).
Likewise, the normalization of constant technology use has contributed to the invisibility of its negative
effects, leading emotional exhaustion derived from permanent connection to be perceived as an
inevitable consequence of university life (Álvarez-Macías et al., 2025; Zavala-Romero, 2018). Recent
literature warns that this normalization makes early identification of emotional distress more difficult
and delays the adoption of self-care and digital regulation strategies, deepening the negative impact of
hyperconnectivity on mental health (BMC Psychology, 2024). Recent studies highlight that the lack of
digital and emotional literacy limits young people's ability to recognize signs of overload and establish
healthy limits in technology use (Gui & Büchi, 2021; Van Deursen et al., 2018). This deficiency favors
the prolongation of emotional distress and the adoption of dysfunctional digital habits. This panorama
positions hyperconnectivity as a relevant social issue, especially in young populations, where the
balance between functional use of technology and emotional well-being is increasingly compromised
(Consejo General de la Psicología en España, 2025). In this context, it is necessary to conceptually
define the main constructs that allow understanding this phenomenon and to analyze its implications in
the studied population.
The concepts addressed throughout this article will be defined. First, hyperconnectivity refers to the
state of being constantly connected to social media and digital communication platforms, which often
leads to excessive screen time and continuous interaction with online content (Unifranz, 2023). The
transition from traditional forms of communication to digital interactions has altered the way young
people establish relationships, perceive themselves, and relate to the world around them (Erasmediah,
2023). This permanent digital environment fosters constant social comparison and interpersonal
monitoring, factors that increase emotional vulnerability in university students (PubMed, 2024).
Emotional fatigue in university students has been associated with decreased academic motivation,
difficulties in emotional self-regulation, and a higher risk of academic burnout (Ibarra-Aguirre, 2024).
Empirical studies indicate that emotional exhaustion negatively affects engagement in academic
activities and overall performance, especially when combined with high levels of digital exposure
(Salmela-Aro & Read, 2017; Lin et al., 2020). In this sense, hyperconnectivity acts as a factor that
intensifies emotional strain in demanding educational contexts (Murillo, 2025).
pág. 8226
Regarding the measurement of phenomena associated with technology use, there are various
instruments developed in different cultural contexts that assess variables such as internet addiction,
problematic mobile phone use, fear of missing out (FoMO), and emotional exhaustion (Alvarez, 2024).
Among these are scales such as the Internet Addiction Test (IAT), the Smartphone Application-Based
Addiction Scale (SABAS), and the Fear of Missing Out Scale, which have made it possible to identify
patterns of excessive use and their psychological implications (Panova et al., 2020; Clark-Gordon &
Bowman, 2019; Huamani-López et al., 2025). However, many of these instruments assess dimensions
in isolation, without specifically integrating emotional fatigue derived from hyperconnectivity as a
multidimensional construct (BMC Psychology, 2024).
This context of permanent connection can promote the emergence of emotional distress. In this sense,
emotional fatigue occurs when stress from adverse or challenging life events occurs continuously,
generating a feeling of emotional wear and exhaustion (Theimer, 2025). Emotional exhaustion includes
emotional, physical, and performance-related symptoms, which can significantly impact the well-being
and daily functioning of young people, especially when they are constantly exposed to the demands of
digital life (Reid et al., 2024). Recent studies indicate that emotional fatigue associated with social
media use is linked to irritability, decreased motivation, and difficulties in emotional self-regulation
(Springer, 2025).
Additionally, the importance of having culturally contextualized instruments that consider the social,
educational, and emotional particularities of the evaluated population has been highlighted, especially
in Latin American contexts (Byrne & van de Vijver, 2017; Domínguez-Lara, 2018).
Likewise, in 2025, a scale called the “Problematic Smartphone and Social Network Use Scale” was
developed, which allows the assessment of the emotional and social impact of mobile phone and social
media use in young populations. The scale was developed and validated by a team of researchers from
Universidad Francisco de Vitoria and Universidad Rey Juan Carlos (Universidad Francisco de Vitoria,
2025). However, there is still a need for instruments that integrate variables such as problematic use
and dependence on mobile phones, as well as emotional distress associated with social media use, into
a single assessment model, particularly in the Mexican university context, which justifies the
development of the present scale (Mora-Romo & Martell-Muñoz, 2022).
Regarding the measurement of phenomena associated with technology use, there are various
instruments developed in different cultural contexts that assess variables such as internet addiction,
problematic mobile phone use, fear of missing out (FoMO), and emotional exhaustion (Alvarez, 2024).
Among these are scales such as the Internet Addiction Test (IAT), the Smartphone Application-Based
Addiction Scale (SABAS), and the Fear of Missing Out Scale, which have made it possible to identify
patterns of excessive use and their psychological implications (Panova et al., 2020; Clark-Gordon &
Bowman, 2019; Huamani-López et al., 2025). However, many of these instruments assess dimensions
in isolation, without specifically integrating emotional fatigue derived from hyperconnectivity as a
multidimensional construct (BMC Psychology, 2024).
This context of permanent connection can promote the emergence of emotional distress. In this sense,
emotional fatigue occurs when stress from adverse or challenging life events occurs continuously,
generating a feeling of emotional wear and exhaustion (Theimer, 2025). Emotional exhaustion includes
emotional, physical, and performance-related symptoms, which can significantly impact the well-being
and daily functioning of young people, especially when they are constantly exposed to the demands of
digital life (Reid et al., 2024). Recent studies indicate that emotional fatigue associated with social
media use is linked to irritability, decreased motivation, and difficulties in emotional self-regulation
(Springer, 2025).
Additionally, the importance of having culturally contextualized instruments that consider the social,
educational, and emotional particularities of the evaluated population has been highlighted, especially
in Latin American contexts (Byrne & van de Vijver, 2017; Domínguez-Lara, 2018).
Likewise, in 2025, a scale called the “Problematic Smartphone and Social Network Use Scale” was
developed, which allows the assessment of the emotional and social impact of mobile phone and social
media use in young populations. The scale was developed and validated by a team of researchers from
Universidad Francisco de Vitoria and Universidad Rey Juan Carlos (Universidad Francisco de Vitoria,
2025). However, there is still a need for instruments that integrate variables such as problematic use
and dependence on mobile phones, as well as emotional distress associated with social media use, into
a single assessment model, particularly in the Mexican university context, which justifies the
development of the present scale (Mora-Romo & Martell-Muñoz, 2022).
pág. 8227
This study aims to design and validate a psychological scale to assess emotional fatigue associated with
hyperconnectivity in university students, ensuring its theoretical relevance, conceptual clarity, and
cultural appropriateness for its application in the Mexican university population, as well as the
establishment of its psychometric properties.
METHODOLOGY
Sample 1 (focus group)
The focus group, composed of three students, allowed for an in-depth exploration of university students’
subjective experiences regarding mobile phone and social media use, as well as their emotional,
cognitive, and social implications. Based on the analysis of participants’ responses, common patterns
were identified in terms of frequency of use, difficulty disconnecting, and emotions associated with
hyperconnectivity. Although there are individual differences in intensity and experience, all participants
recognize that mobile phone use is a central part of their daily lives, especially during rest periods or
“idle time,” with nighttime being the period of highest usage.
The testimonies reflect that constant connection does not always respond to a specific need, but in many
cases becomes an automatic behavior. This is observed in actions such as “scrolling” to avoid boredom,
procrastination of tasks, and difficulty putting the phone down when there are no structured activities.
Likewise, conscious attempts to regulate device use were mentioned, such as deleting applications or
setting limits; however, these efforts are often overshadowed by emotional dependence, notifications,
and the integration of mobile phones into daily activities such as university work and communication
with family members.
Regarding emotional impact, the group reported diverse experiences. Some participants reported
emotional exhaustion, anxiety, irritability, and stress derived from prolonged social media use, while
others mainly identified physical or cognitive consequences such as visual fatigue, headaches, and
difficulties maintaining attention. It is observed that even when discomfort caused by excessive use is
recognized, it does not always lead to immediate disconnection, reinforcing the idea of an ambivalent
relationship with technology.
Another important aspect identified in the analysis is the social dimension of social media use.
Participants agree that, due to their developmental stage and current sociocultural context, there is a
This study aims to design and validate a psychological scale to assess emotional fatigue associated with
hyperconnectivity in university students, ensuring its theoretical relevance, conceptual clarity, and
cultural appropriateness for its application in the Mexican university population, as well as the
establishment of its psychometric properties.
METHODOLOGY
Sample 1 (focus group)
The focus group, composed of three students, allowed for an in-depth exploration of university students’
subjective experiences regarding mobile phone and social media use, as well as their emotional,
cognitive, and social implications. Based on the analysis of participants’ responses, common patterns
were identified in terms of frequency of use, difficulty disconnecting, and emotions associated with
hyperconnectivity. Although there are individual differences in intensity and experience, all participants
recognize that mobile phone use is a central part of their daily lives, especially during rest periods or
“idle time,” with nighttime being the period of highest usage.
The testimonies reflect that constant connection does not always respond to a specific need, but in many
cases becomes an automatic behavior. This is observed in actions such as “scrolling” to avoid boredom,
procrastination of tasks, and difficulty putting the phone down when there are no structured activities.
Likewise, conscious attempts to regulate device use were mentioned, such as deleting applications or
setting limits; however, these efforts are often overshadowed by emotional dependence, notifications,
and the integration of mobile phones into daily activities such as university work and communication
with family members.
Regarding emotional impact, the group reported diverse experiences. Some participants reported
emotional exhaustion, anxiety, irritability, and stress derived from prolonged social media use, while
others mainly identified physical or cognitive consequences such as visual fatigue, headaches, and
difficulties maintaining attention. It is observed that even when discomfort caused by excessive use is
recognized, it does not always lead to immediate disconnection, reinforcing the idea of an ambivalent
relationship with technology.
Another important aspect identified in the analysis is the social dimension of social media use.
Participants agree that, due to their developmental stage and current sociocultural context, there is a
pág. 8228
strong dependence on digital media for communication, social belonging, and validation. Fear of
missing out (FoMO), the need to remain available, and the perception that social media is essential for
maintaining relationships—or even for personal and professional projects—reinforce the difficulty of
disconnecting and normalize hyperconnectivity as part of daily life.
From the qualitative analysis of the information obtained in the focus group, five main categories were
identified that help comprehensively understand participants’ experiences with mobile phone and social
media use: digital hyperconnectivity, difficulty disconnecting, emotional fatigue associated with social
media use, fear of missing out (FoMO), and attention and productivity.
Design
Exploratory, non-experimental, cross-sectional study with a single group (Lloret-Segura, 2014).
Sample 2
A non-probabilistic snowball sampling method was used, consisting of 171 participants: 95 women
(55.5%), 71 men (41.5%), 2 non-binary individuals (1.2%), and 3 who preferred not to say (1.8%). All
participants were university students, with an age range of 15 to 32 years (M = 19.71, SD = 1.89).
Instruments
The items in this study include adapted items from the following scales and instruments: the Internet
Addiction Test (IAT), which assesses problematic internet use; the Smartphone Application-Based
Addiction Scale (SABAS), which measures mobile phone addiction; and the Fear of Missing Out Scale,
which evaluates levels of FoMO.
Procedure
Based on a review of the literature related to emotional fatigue associated with digital
hyperconnectivity, an initial version of the instrument was developed, consisting of 25 items with a
five-point Likert-type response format. Subsequently, the instrument underwent an expert judgment
process with three Psychology faculty members, with the aim of assessing content validity, clarity of
the items, and their relevance to the study variable.
During this review, several observations were made to improve the clarity and comprehension of certain
items, leading to adjustments in the wording of three of them. Additionally, it was suggested to include
strong dependence on digital media for communication, social belonging, and validation. Fear of
missing out (FoMO), the need to remain available, and the perception that social media is essential for
maintaining relationships—or even for personal and professional projects—reinforce the difficulty of
disconnecting and normalize hyperconnectivity as part of daily life.
From the qualitative analysis of the information obtained in the focus group, five main categories were
identified that help comprehensively understand participants’ experiences with mobile phone and social
media use: digital hyperconnectivity, difficulty disconnecting, emotional fatigue associated with social
media use, fear of missing out (FoMO), and attention and productivity.
Design
Exploratory, non-experimental, cross-sectional study with a single group (Lloret-Segura, 2014).
Sample 2
A non-probabilistic snowball sampling method was used, consisting of 171 participants: 95 women
(55.5%), 71 men (41.5%), 2 non-binary individuals (1.2%), and 3 who preferred not to say (1.8%). All
participants were university students, with an age range of 15 to 32 years (M = 19.71, SD = 1.89).
Instruments
The items in this study include adapted items from the following scales and instruments: the Internet
Addiction Test (IAT), which assesses problematic internet use; the Smartphone Application-Based
Addiction Scale (SABAS), which measures mobile phone addiction; and the Fear of Missing Out Scale,
which evaluates levels of FoMO.
Procedure
Based on a review of the literature related to emotional fatigue associated with digital
hyperconnectivity, an initial version of the instrument was developed, consisting of 25 items with a
five-point Likert-type response format. Subsequently, the instrument underwent an expert judgment
process with three Psychology faculty members, with the aim of assessing content validity, clarity of
the items, and their relevance to the study variable.
During this review, several observations were made to improve the clarity and comprehension of certain
items, leading to adjustments in the wording of three of them. Additionally, it was suggested to include
pág. 8229
some basic sociodemographic data, even though the instrument would be applied anonymously. After
these modifications, the instrument retained a total of 25 items.
The questionnaire was then administered to a sample of 171 university students from different academic
programs. The application was carried out through the Google Forms platform, ensuring voluntary and
anonymous participation.
Once the data were collected, various statistical analyses were conducted to evaluate the psychometric
properties of the instrument. These included item discrimination indices, the Kolmogorov-Smirnov test
to analyze data distribution, tests of homoscedasticity and linearity to examine variance behavior and
relationships between variables, and reliability analysis using Cronbach’s alpha coefficient.
The results showed an adequate level of internal consistency, with a Cronbach’s alpha coefficient of
.884, indicating high reliability. Likewise, the analyses supported retaining all 25 original items, as they
demonstrated appropriate performance within the scale. Thus, the final instrument consisted of 25 items
designed to assess emotional fatigue associated with digital hyperconnectivity in university students.
Ethical Considerations
The research was conducted in accordance with the ethical guidelines established in the Declaration of
Helsinki (1975) and the articles of the Psychologist’s Code of Ethics: Art. 8, 9, 12, 15, 16, 17, 18, and
49 for research involving human subjects (Sociedad Mexicana de Psicología, 2007).
Analysis Plan
Exploratory factor analysis
RESULTS
An exploratory factor analysis with orthogonal Varimax rotation and Kaiser normalization was
conducted for the 25 items of the instrument. The Kaiser-Meyer-Olkin (KMO) statistic verified the
adequacy of the sample, yielding a value of KMO = .847, which is considered an adequate level for this
type of analysis. Likewise, Bartlett’s test of sphericity was significant, χ²(300) = 1426.463, p < .001,
indicating that the correlations among the items are sufficient to perform factor analysis.
Initially, the model considered five factors; however, after the factor analysis and review of factor
loadings, the structure of the instrument was reduced to two main factors. Together, these factors
explain 32.865% of the total variance.
some basic sociodemographic data, even though the instrument would be applied anonymously. After
these modifications, the instrument retained a total of 25 items.
The questionnaire was then administered to a sample of 171 university students from different academic
programs. The application was carried out through the Google Forms platform, ensuring voluntary and
anonymous participation.
Once the data were collected, various statistical analyses were conducted to evaluate the psychometric
properties of the instrument. These included item discrimination indices, the Kolmogorov-Smirnov test
to analyze data distribution, tests of homoscedasticity and linearity to examine variance behavior and
relationships between variables, and reliability analysis using Cronbach’s alpha coefficient.
The results showed an adequate level of internal consistency, with a Cronbach’s alpha coefficient of
.884, indicating high reliability. Likewise, the analyses supported retaining all 25 original items, as they
demonstrated appropriate performance within the scale. Thus, the final instrument consisted of 25 items
designed to assess emotional fatigue associated with digital hyperconnectivity in university students.
Ethical Considerations
The research was conducted in accordance with the ethical guidelines established in the Declaration of
Helsinki (1975) and the articles of the Psychologist’s Code of Ethics: Art. 8, 9, 12, 15, 16, 17, 18, and
49 for research involving human subjects (Sociedad Mexicana de Psicología, 2007).
Analysis Plan
Exploratory factor analysis
RESULTS
An exploratory factor analysis with orthogonal Varimax rotation and Kaiser normalization was
conducted for the 25 items of the instrument. The Kaiser-Meyer-Olkin (KMO) statistic verified the
adequacy of the sample, yielding a value of KMO = .847, which is considered an adequate level for this
type of analysis. Likewise, Bartlett’s test of sphericity was significant, χ²(300) = 1426.463, p < .001,
indicating that the correlations among the items are sufficient to perform factor analysis.
Initially, the model considered five factors; however, after the factor analysis and review of factor
loadings, the structure of the instrument was reduced to two main factors. Together, these factors
explain 32.865% of the total variance.
pág. 8230
The first factor was labeled “Problematic Use and Dependence on Mobile Phones and Social Media.”
It consisted of 21 items and was defined as such because it groups items related to frequency of use,
difficulty disconnecting, and dependence on digital devices and platforms. The second factor consisted
of 4 items and was labeled “Emotional Distress Associated with Social Media Use,” as it includes items
related to feelings of fatigue, overload, or emotional impact derived from the constant use of these
platforms.
Regarding the reliability of the instrument, a global Cronbach’s alpha coefficient of α = .884 was
obtained, indicating a high level of internal consistency. Additionally, the analysis of Cronbach’s alpha
if each item was deleted showed values between .875 and .886, suggesting that none of the items
negatively affect the reliability of the instrument. Therefore, the final instrument retained the 25
originally proposed items.
Table 1. Factor structure of the Emotional Fatigue due to Hyperconnectivity Scale
Factor Item Factor Loading Communality
1.Uso problemático y
dependencia al
celular/redes
sociales.
1. Problematic Use
and Dependence on
Mobile
Phones/Social Media
1. Paso gran parte del día conectado/a a mi
teléfono celular o a redes sociales
(I spend a large part of the day connected to my
mobile phone or social media)
.280 .291
2.Reviso mi celular de manera frecuente, aun
cuando no tengo un motivo específico para
hacerlo (I check my phone frequently, even when
I don’t have a specific reason to do so)
.413 .379
3.Siento la necesidad constante de estar
disponible para responder mensajes o
notificaciones (I feel a constant need to be
available to respond to messages or
notifications)
.415 .314
4.Utilizo redes sociales en la mayoría de mis
momentos libres (I use social media during most
of my free time)
.464 .458
5.Siento que el acceso a internet o a redes
sociales es indispensable para mi vida cotidiana
(I feel that access to the internet or social media
is essential for my daily life)
.414 .291
6.Me cuesta dejar el celular incluso cuando
necesito descansar o relajarme (I find it difficult
to put my phone down even when I need to rest
or relax)
.575 .498
The first factor was labeled “Problematic Use and Dependence on Mobile Phones and Social Media.”
It consisted of 21 items and was defined as such because it groups items related to frequency of use,
difficulty disconnecting, and dependence on digital devices and platforms. The second factor consisted
of 4 items and was labeled “Emotional Distress Associated with Social Media Use,” as it includes items
related to feelings of fatigue, overload, or emotional impact derived from the constant use of these
platforms.
Regarding the reliability of the instrument, a global Cronbach’s alpha coefficient of α = .884 was
obtained, indicating a high level of internal consistency. Additionally, the analysis of Cronbach’s alpha
if each item was deleted showed values between .875 and .886, suggesting that none of the items
negatively affect the reliability of the instrument. Therefore, the final instrument retained the 25
originally proposed items.
Table 1. Factor structure of the Emotional Fatigue due to Hyperconnectivity Scale
Factor Item Factor Loading Communality
1.Uso problemático y
dependencia al
celular/redes
sociales.
1. Problematic Use
and Dependence on
Mobile
Phones/Social Media
1. Paso gran parte del día conectado/a a mi
teléfono celular o a redes sociales
(I spend a large part of the day connected to my
mobile phone or social media)
.280 .291
2.Reviso mi celular de manera frecuente, aun
cuando no tengo un motivo específico para
hacerlo (I check my phone frequently, even when
I don’t have a specific reason to do so)
.413 .379
3.Siento la necesidad constante de estar
disponible para responder mensajes o
notificaciones (I feel a constant need to be
available to respond to messages or
notifications)
.415 .314
4.Utilizo redes sociales en la mayoría de mis
momentos libres (I use social media during most
of my free time)
.464 .458
5.Siento que el acceso a internet o a redes
sociales es indispensable para mi vida cotidiana
(I feel that access to the internet or social media
is essential for my daily life)
.414 .291
6.Me cuesta dejar el celular incluso cuando
necesito descansar o relajarme (I find it difficult
to put my phone down even when I need to rest
or relax)
.575 .498
pág. 8231
7.A pesar de que debo realizar otras actividades,
continúo usando redes sociales (Even when I
have other activities to complete, I continue
using social media)
.586 .482
8.Cuando intento limitar el tiempo que uso el
celular, me resulta difícil cumplirlo (When I try
to limit the time I use my phone, I find it difficult
to stick to it)
.506 .341
9.En mis tiempos libres o de espera, recurro casi
de forma automática al celular (During my free
time or while waiting, I almost automatically
turn to my phone)
.312 .332
10.Siento incomodidad cuando paso tiempo sin
revisar mi teléfono (I feel uncomfortable when I
spend time without checking my phone)
.539 .393
14.En ocasiones utilizo el celular sin realmente
tener ganas, pero aun así continúo haciéndolo
(Sometimes I use my phone even when I don’t
really feel like it, but I continue doing so
anyway)
.472 .380
16. Me preocupa no enterarme de lo que hacen
mis amigos si no reviso redes sociales (I worry
about missing out on what my friends are doing
if I don’t check social media)
.607 .631
17. Siento que debo revisar redes sociales para
no quedarme fuera de planes o eventos (I feel
that I need to check social media to avoid
missing out on plans or events)
.573 .613
18. Comparo lo que hago con lo que otras
personas publican en redes sociales (I compare
what I do with what other people post on social
media)
.460 .377
19. Reviso redes sociales para saber qué está
pasando con las personas que conozco (I check
social media to see what is happening with
people I know)
.453 .408
20. Considero importante mantenerme activo/a
en redes sociales para no quedar excluido/a
socialmente (I consider it important to stay active
on social media to avoid being socially excluded)
.525 .558
21. El uso del celular interfiere con mi capacidad
para concentrarme en mis actividades diarias
(Mobile phone use interferes with my ability to
concentrate on my daily activities)
.653 .570
22. Mientras realizo tareas importantes, tiendo a
distraerme al revisar el celular (While doing
important tasks, I tend to get distracted by
checking my phone)
.571 .384
7.A pesar de que debo realizar otras actividades,
continúo usando redes sociales (Even when I
have other activities to complete, I continue
using social media)
.586 .482
8.Cuando intento limitar el tiempo que uso el
celular, me resulta difícil cumplirlo (When I try
to limit the time I use my phone, I find it difficult
to stick to it)
.506 .341
9.En mis tiempos libres o de espera, recurro casi
de forma automática al celular (During my free
time or while waiting, I almost automatically
turn to my phone)
.312 .332
10.Siento incomodidad cuando paso tiempo sin
revisar mi teléfono (I feel uncomfortable when I
spend time without checking my phone)
.539 .393
14.En ocasiones utilizo el celular sin realmente
tener ganas, pero aun así continúo haciéndolo
(Sometimes I use my phone even when I don’t
really feel like it, but I continue doing so
anyway)
.472 .380
16. Me preocupa no enterarme de lo que hacen
mis amigos si no reviso redes sociales (I worry
about missing out on what my friends are doing
if I don’t check social media)
.607 .631
17. Siento que debo revisar redes sociales para
no quedarme fuera de planes o eventos (I feel
that I need to check social media to avoid
missing out on plans or events)
.573 .613
18. Comparo lo que hago con lo que otras
personas publican en redes sociales (I compare
what I do with what other people post on social
media)
.460 .377
19. Reviso redes sociales para saber qué está
pasando con las personas que conozco (I check
social media to see what is happening with
people I know)
.453 .408
20. Considero importante mantenerme activo/a
en redes sociales para no quedar excluido/a
socialmente (I consider it important to stay active
on social media to avoid being socially excluded)
.525 .558
21. El uso del celular interfiere con mi capacidad
para concentrarme en mis actividades diarias
(Mobile phone use interferes with my ability to
concentrate on my daily activities)
.653 .570
22. Mientras realizo tareas importantes, tiendo a
distraerme al revisar el celular (While doing
important tasks, I tend to get distracted by
checking my phone)
.571 .384
pág. 8232
23. He pospuesto actividades académicas o
responsabilidades por pasar tiempo en redes
sociales (I have postponed academic activities or
responsibilities to spend time on social media)
.537 .406
24. Me resulta difícil mantener la atención en
actividades prolongadas sin revisar el celular (I
find it difficult to maintain attention on
prolonged activities without checking my phone)
.709 .598
25. El uso frecuente del celular afecta
negativamente mi rendimiento académico o
cotidiano (Frequent mobile phone use negatively
affects my academic or daily performance)
.657 .508
2. Malestar
emocional asociado
al uso de redes
sociales
11.Después de usar redes sociales durante un
periodo prolongado, me siento emocionalmente
agotado/a (After using social media for a
prolonged period, I feel emotionally exhausted)
.358 .382
2. Emotional distress
associated with
social media use
12.El uso constante del celular me genera
sensaciones de irritabilidad o malestar (Constant
use of my phone causes me feelings of irritability
or discomfort)
.248 .429
13.El uso de redes sociales durante periodos
prolongados (varias horas seguidas o más tiempo
del que tenía planeado) me provoca estrés o
tensión emocional (Using social media for
prolonged periods (several hours in a row or
longer than I had planned) causes me stress or
emotional tension)
.369 .529
15.Siento que el uso prolongado de redes
sociales afecta negativamente mi estado de
ánimo (I feel that prolonged use of social media
negatively affects my mood)
.440 .531
Table 2 Rotated Factor Matrix
1 2 Total
Items
Factor Variance
Cronbach’s Alpha
21
22.139
4
32.865
25
55.004
.884
1. Paso gran parte del día conectado/a a mi teléfono
celular o a redes sociales (I spend a large part of
the day connected to my mobile phone or social
media)
.884
23. He pospuesto actividades académicas o
responsabilidades por pasar tiempo en redes
sociales (I have postponed academic activities or
responsibilities to spend time on social media)
.537 .406
24. Me resulta difícil mantener la atención en
actividades prolongadas sin revisar el celular (I
find it difficult to maintain attention on
prolonged activities without checking my phone)
.709 .598
25. El uso frecuente del celular afecta
negativamente mi rendimiento académico o
cotidiano (Frequent mobile phone use negatively
affects my academic or daily performance)
.657 .508
2. Malestar
emocional asociado
al uso de redes
sociales
11.Después de usar redes sociales durante un
periodo prolongado, me siento emocionalmente
agotado/a (After using social media for a
prolonged period, I feel emotionally exhausted)
.358 .382
2. Emotional distress
associated with
social media use
12.El uso constante del celular me genera
sensaciones de irritabilidad o malestar (Constant
use of my phone causes me feelings of irritability
or discomfort)
.248 .429
13.El uso de redes sociales durante periodos
prolongados (varias horas seguidas o más tiempo
del que tenía planeado) me provoca estrés o
tensión emocional (Using social media for
prolonged periods (several hours in a row or
longer than I had planned) causes me stress or
emotional tension)
.369 .529
15.Siento que el uso prolongado de redes
sociales afecta negativamente mi estado de
ánimo (I feel that prolonged use of social media
negatively affects my mood)
.440 .531
Table 2 Rotated Factor Matrix
1 2 Total
Items
Factor Variance
Cronbach’s Alpha
21
22.139
4
32.865
25
55.004
.884
1. Paso gran parte del día conectado/a a mi teléfono
celular o a redes sociales (I spend a large part of
the day connected to my mobile phone or social
media)
.884
pág. 8233
2. Reviso mi celular de manera frecuente, aun
cuando no tengo un motivo específico para
hacerlo (I check my phone frequently, even when
I don’t have a specific reason to do so)
.881
3. Siento la necesidad constante de estar disponible
para responder mensajes o notificaciones (I feel a
constant need to be available to respond to
messages or notifications)
.881
4. Utilizo redes sociales en la mayoría de mis
momentos libres (I use social media during most
of my free time)
.880
5. Siento que el acceso a internet o a redes sociales
es indispensable para mi vida cotidiana (I feel that
access to the internet or social media is essential
for my daily life)
.881
6. Me cuesta dejar el celular incluso cuando necesito
descansar o relajarme (I find it difficult to put my
phone down even when I need to rest or relax)
.878
7. A pesar de que debo realizar otras actividades,
continúo usando redes sociales (Even when I have
other activities to complete, I continue using
social media)
.878
8. Cuando intento limitar el tiempo que uso el
celular, me resulta difícil cumplirlo (When I try to
limit the time I use my phone, I find it difficult to
stick to it)
.879
9. En mis tiempos libres o de espera, recurro casi de
forma automática al celular (During my free time
or while waiting, I almost automatically turn to
my phone)
.883
10. Siento incomodidad cuando paso tiempo sin
revisar mi teléfono (I feel uncomfortable when I
spend time without checking my phone)
.879
11. Después de usar redes sociales durante un periodo
prolongado, me siento emocionalmente agotado/a
(After using social media for a prolonged period,
I feel emotionally exhausted)
.883
12. El uso constante del celular me genera
sensaciones de irritabilidad o malestar (Constant
use of my phone causes me feelings of irritability
or discomfort)
.886
2. Reviso mi celular de manera frecuente, aun
cuando no tengo un motivo específico para
hacerlo (I check my phone frequently, even when
I don’t have a specific reason to do so)
.881
3. Siento la necesidad constante de estar disponible
para responder mensajes o notificaciones (I feel a
constant need to be available to respond to
messages or notifications)
.881
4. Utilizo redes sociales en la mayoría de mis
momentos libres (I use social media during most
of my free time)
.880
5. Siento que el acceso a internet o a redes sociales
es indispensable para mi vida cotidiana (I feel that
access to the internet or social media is essential
for my daily life)
.881
6. Me cuesta dejar el celular incluso cuando necesito
descansar o relajarme (I find it difficult to put my
phone down even when I need to rest or relax)
.878
7. A pesar de que debo realizar otras actividades,
continúo usando redes sociales (Even when I have
other activities to complete, I continue using
social media)
.878
8. Cuando intento limitar el tiempo que uso el
celular, me resulta difícil cumplirlo (When I try to
limit the time I use my phone, I find it difficult to
stick to it)
.879
9. En mis tiempos libres o de espera, recurro casi de
forma automática al celular (During my free time
or while waiting, I almost automatically turn to
my phone)
.883
10. Siento incomodidad cuando paso tiempo sin
revisar mi teléfono (I feel uncomfortable when I
spend time without checking my phone)
.879
11. Después de usar redes sociales durante un periodo
prolongado, me siento emocionalmente agotado/a
(After using social media for a prolonged period,
I feel emotionally exhausted)
.883
12. El uso constante del celular me genera
sensaciones de irritabilidad o malestar (Constant
use of my phone causes me feelings of irritability
or discomfort)
.886
pág. 8234
13. El uso de redes sociales durante periodos
prolongados (varias horas seguidas o más tiempo
del que tenía planeado) me provoca estrés o
tensión emocional (Using social media for
prolonged periods (several hours in a row or
longer than I had planned) causes me stress or
emotional tension)
.883
14. En ocasiones utilizo el celular sin realmente tener
ganas, pero aun así continúo haciéndolo
(Sometimes I use my phone even when I don’t
really feel like it, but I continue doing so anyway)
.880
15. Siento que el uso prolongado de redes sociales
afecta negativamente mi estado de ánimo (I feel
that prolonged use of social media negatively
affects my mood)
.881
16. Me preocupa no enterarme de lo que hacen mis
amigos si no reviso redes sociales (I worry about
missing out on what my friends are doing if I
don’t check social media)
.876
17. Siento que debo revisar redes sociales para no
quedarme fuera de planes o eventos (I feel that I
need to check social media to avoid missing out
on plans or events)
.877
18. Comparo lo que hago con lo que otras personas
publican en redes sociales. (I compare what I do
with what other people post on social media)
.881
19. Reviso redes sociales para saber qué está pasando
con las personas que conozco (I check social
media to see what is happening with people I
know)
.880
20. Considero importante mantenerme activo/a en
redes sociales para no quedar excluido/a
socialmente (I consider it important to stay active
on social media to avoid being socially excluded)
.878
21. El uso del celular interfiere con mi capacidad para
concentrarme en mis actividades diarias (Mobile
phone use interferes with my ability to
concentrate on my daily activities)
.876
22. Mientras realizo tareas importantes, tiendo a
distraerme al revisar el celular (While doing
important tasks, I tend to get distracted by
checking my phone)
.878
13. El uso de redes sociales durante periodos
prolongados (varias horas seguidas o más tiempo
del que tenía planeado) me provoca estrés o
tensión emocional (Using social media for
prolonged periods (several hours in a row or
longer than I had planned) causes me stress or
emotional tension)
.883
14. En ocasiones utilizo el celular sin realmente tener
ganas, pero aun así continúo haciéndolo
(Sometimes I use my phone even when I don’t
really feel like it, but I continue doing so anyway)
.880
15. Siento que el uso prolongado de redes sociales
afecta negativamente mi estado de ánimo (I feel
that prolonged use of social media negatively
affects my mood)
.881
16. Me preocupa no enterarme de lo que hacen mis
amigos si no reviso redes sociales (I worry about
missing out on what my friends are doing if I
don’t check social media)
.876
17. Siento que debo revisar redes sociales para no
quedarme fuera de planes o eventos (I feel that I
need to check social media to avoid missing out
on plans or events)
.877
18. Comparo lo que hago con lo que otras personas
publican en redes sociales. (I compare what I do
with what other people post on social media)
.881
19. Reviso redes sociales para saber qué está pasando
con las personas que conozco (I check social
media to see what is happening with people I
know)
.880
20. Considero importante mantenerme activo/a en
redes sociales para no quedar excluido/a
socialmente (I consider it important to stay active
on social media to avoid being socially excluded)
.878
21. El uso del celular interfiere con mi capacidad para
concentrarme en mis actividades diarias (Mobile
phone use interferes with my ability to
concentrate on my daily activities)
.876
22. Mientras realizo tareas importantes, tiendo a
distraerme al revisar el celular (While doing
important tasks, I tend to get distracted by
checking my phone)
.878
pág. 8235
23. He pospuesto actividades académicas o
responsabilidades por pasar tiempo en redes
sociales (I have postponed academic activities or
responsibilities to spend time on social media)
.879
24. Me resulta difícil mantener la atención en
actividades prolongadas sin revisar el celular (I
find it difficult to maintain attention on prolonged
activities without checking my phone)
.875
25. El uso frecuente del celular afecta negativamente
mi rendimiento académico o cotidiano (Frequent
mobile phone use negatively affects my academic
or daily performance)
.876
Extraction Method: Maximum Likelihood.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 3 iterations.
DISCUSSION
Background of the Instrument
In the present study, the Emotional Fatigue due to Digital Hyperconnectivity Scale was developed with
the aim of assessing emotional distress and patterns of problematic use associated with excessive mobile
phone and social media use. The instrument was administered to 171 university students from different
universities in Mexico, as well as some participants from institutions outside the country. Participants’
ages ranged from 15 to 32 years, with a mean age of 19.71 years (SD = 1.89).
Validity Indicators of the Instrument
To evaluate the structure of the instrument, an exploratory factor analysis with orthogonal Varimax
rotation and Kaiser normalization was conducted. The Kaiser-Meyer-Olkin (KMO) statistic indicated
adequate sample suitability (KMO = .847). Likewise, Bartlett’s test of sphericity was significant,
χ²(300) = 1426.463, p < .001, indicating that the correlations among the items were appropriate for
conducting factor analysis.
Initially, five factors were considered; however, after the factor analysis, the structure of the instrument
was reduced to two main factors, which together explain 32.865% of the total variance.
Factor 1, which explained 24.931% of the variance, consisted of 21 items and was labeled Problematic
Use and Dependence on Mobile Phones and Social Media, as it groups items related to frequency of
use, difficulty disconnecting, and dependence on digital devices.
23. He pospuesto actividades académicas o
responsabilidades por pasar tiempo en redes
sociales (I have postponed academic activities or
responsibilities to spend time on social media)
.879
24. Me resulta difícil mantener la atención en
actividades prolongadas sin revisar el celular (I
find it difficult to maintain attention on prolonged
activities without checking my phone)
.875
25. El uso frecuente del celular afecta negativamente
mi rendimiento académico o cotidiano (Frequent
mobile phone use negatively affects my academic
or daily performance)
.876
Extraction Method: Maximum Likelihood.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 3 iterations.
DISCUSSION
Background of the Instrument
In the present study, the Emotional Fatigue due to Digital Hyperconnectivity Scale was developed with
the aim of assessing emotional distress and patterns of problematic use associated with excessive mobile
phone and social media use. The instrument was administered to 171 university students from different
universities in Mexico, as well as some participants from institutions outside the country. Participants’
ages ranged from 15 to 32 years, with a mean age of 19.71 years (SD = 1.89).
Validity Indicators of the Instrument
To evaluate the structure of the instrument, an exploratory factor analysis with orthogonal Varimax
rotation and Kaiser normalization was conducted. The Kaiser-Meyer-Olkin (KMO) statistic indicated
adequate sample suitability (KMO = .847). Likewise, Bartlett’s test of sphericity was significant,
χ²(300) = 1426.463, p < .001, indicating that the correlations among the items were appropriate for
conducting factor analysis.
Initially, five factors were considered; however, after the factor analysis, the structure of the instrument
was reduced to two main factors, which together explain 32.865% of the total variance.
Factor 1, which explained 24.931% of the variance, consisted of 21 items and was labeled Problematic
Use and Dependence on Mobile Phones and Social Media, as it groups items related to frequency of
use, difficulty disconnecting, and dependence on digital devices.
pág. 8236
Factor 2, which explained 7.934% of the variance, consisted of 4 items and was labeled Emotional
Distress Associated with Social Media Use, as it includes items related to emotional exhaustion,
overload, and psychological discomfort derived from constant social media use.
Reliability Indicators of the Instrument
The instrument shows a high level of reliability, with a Cronbach’s alpha of α = .884, indicating
adequate internal consistency among the items that make up the scale.
The analysis of Cronbach’s alpha showed values between .875 and .886, indicating that none of the
items reduced the reliability of the instrument; therefore, all 25 items were retained.
Considering the above, the instrument demonstrates adequate levels of factorial validity and reliability,
and it can be considered a useful tool for assessing emotional fatigue associated with digital
hyperconnectivity in university students.
Recommendations
For future research, it is recommended to increase the sample size and conduct applications in more
diverse populations in order to strengthen the generalizability of the results and continue evaluating the
psychometric properties of the instrument in different educational and cultural contexts.
CONCLUSION
The present study contributes to the development of psychometric tools focused on assessing emotional
fatigue associated with hyperconnectivity in university students. Through a careful methodological
process, which included the construction of the instrument and its factor analysis, two main factors were
identified: problematic use and dependence on mobile phones and social media, and emotional distress
associated with their use. These results allow for a more comprehensive understanding of the
phenomenon by integrating both behavioral and emotional aspects.
The findings show that the scale has good psychometric properties, demonstrating high internal
consistency (α = .884) and a structure consistent with theoretical expectations. This suggests that
emotional fatigue due to hyperconnectivity can be measured in a valid and reliable way in university
students, and that the instrument is appropriate for the Mexican context.
In terms of its usefulness, this scale can be an important tool for both research and practice, as it allows
for the identification of levels of emotional fatigue and patterns of problematic technology use.
Factor 2, which explained 7.934% of the variance, consisted of 4 items and was labeled Emotional
Distress Associated with Social Media Use, as it includes items related to emotional exhaustion,
overload, and psychological discomfort derived from constant social media use.
Reliability Indicators of the Instrument
The instrument shows a high level of reliability, with a Cronbach’s alpha of α = .884, indicating
adequate internal consistency among the items that make up the scale.
The analysis of Cronbach’s alpha showed values between .875 and .886, indicating that none of the
items reduced the reliability of the instrument; therefore, all 25 items were retained.
Considering the above, the instrument demonstrates adequate levels of factorial validity and reliability,
and it can be considered a useful tool for assessing emotional fatigue associated with digital
hyperconnectivity in university students.
Recommendations
For future research, it is recommended to increase the sample size and conduct applications in more
diverse populations in order to strengthen the generalizability of the results and continue evaluating the
psychometric properties of the instrument in different educational and cultural contexts.
CONCLUSION
The present study contributes to the development of psychometric tools focused on assessing emotional
fatigue associated with hyperconnectivity in university students. Through a careful methodological
process, which included the construction of the instrument and its factor analysis, two main factors were
identified: problematic use and dependence on mobile phones and social media, and emotional distress
associated with their use. These results allow for a more comprehensive understanding of the
phenomenon by integrating both behavioral and emotional aspects.
The findings show that the scale has good psychometric properties, demonstrating high internal
consistency (α = .884) and a structure consistent with theoretical expectations. This suggests that
emotional fatigue due to hyperconnectivity can be measured in a valid and reliable way in university
students, and that the instrument is appropriate for the Mexican context.
In terms of its usefulness, this scale can be an important tool for both research and practice, as it allows
for the identification of levels of emotional fatigue and patterns of problematic technology use.
pág. 8237
This opens the door to the design of strategies and interventions focused on digital well-being and
mental health within the university setting.
Finally, the study also highlights the importance of continuing to investigate this phenomenon,
considering how social and cultural contexts influence young people’s relationship with technology.
Therefore, future research should include larger and more diverse samples, as well as continue
evaluating the instrument in different contexts.
Instrumento preliminar: Escala de Fatiga Emocional por Hiperconectividad en Estudiantes
Universitarios
Consentimiento Informado
Se les invita a participar de manera voluntaria con una encuesta para una investigación académica. La
información proporcionada será tratada de manera confidencial y anónima. Los datos recabados se
utilizarán únicamente con fines académicos y de investigación, y serán analizados de forma grupal, sin
posibilidad de identificar a los participantes de manera individual. Su participación consiste en
responder una serie de reactivos de escala Likert. El tiempo estimado de respuesta es de 5 a 10 minutos.
Al responder el cuestionario, usted confirma que ha leído y comprendido la información anterior y
acepta participar de manera voluntaria.
Acepto participar voluntariamente:
☐ Sí ☐ No
Datos sociodemográficos
1. ¿Cuál es tu edad?
2. ¿Cuál es tu género?
a. Femenino
b. Masculino
c. No binario
d. Prefiero no decirlo
e. Otro
3. ¿Qué carrera cursas actualmente?
This opens the door to the design of strategies and interventions focused on digital well-being and
mental health within the university setting.
Finally, the study also highlights the importance of continuing to investigate this phenomenon,
considering how social and cultural contexts influence young people’s relationship with technology.
Therefore, future research should include larger and more diverse samples, as well as continue
evaluating the instrument in different contexts.
Instrumento preliminar: Escala de Fatiga Emocional por Hiperconectividad en Estudiantes
Universitarios
Consentimiento Informado
Se les invita a participar de manera voluntaria con una encuesta para una investigación académica. La
información proporcionada será tratada de manera confidencial y anónima. Los datos recabados se
utilizarán únicamente con fines académicos y de investigación, y serán analizados de forma grupal, sin
posibilidad de identificar a los participantes de manera individual. Su participación consiste en
responder una serie de reactivos de escala Likert. El tiempo estimado de respuesta es de 5 a 10 minutos.
Al responder el cuestionario, usted confirma que ha leído y comprendido la información anterior y
acepta participar de manera voluntaria.
Acepto participar voluntariamente:
☐ Sí ☐ No
Datos sociodemográficos
1. ¿Cuál es tu edad?
2. ¿Cuál es tu género?
a. Femenino
b. Masculino
c. No binario
d. Prefiero no decirlo
e. Otro
3. ¿Qué carrera cursas actualmente?
pág. 8238
4. ¿Qué semestre estás cursando actualmente?
Instrucciones
A continuación, se presentan una serie de afirmaciones relacionadas con el uso del celular y las redes
sociales. Lea cada una con atención y marque la opción que mejor describa con qué frecuencia se
identifica con cada situación. No existen respuestas correctas o incorrectas; responda de acuerdo con su
experiencia personal.
Escala de Respuesta
1. Nunca
2. Casi nunca
3. A veces
4. Casi siempre
5. Siempre
Tabla 4
No. Reactivo 1 2 3 4 5
Hiperconectividad digital
1 Pasó gran parte del día conectado/a a mi teléfono celular o a redes sociales.
2 Reviso mi celular de manera frecuente, aun cuando no tengo un motivo
específico para hacerlo.
3 Siento la necesidad constante de estar disponible para responder mensajes o
notificaciones.
4 Utilizas redes sociales en la mayoría de mis momentos libres.
5 Siento que el acceso a internet o a redes sociales es indispensable para mi vida
cotidiana.
Dificultad para desconectarse
6 Me cuesta dejar el celular incluso cuando necesito descansar o relajarme.
7 A pesar de que debo realizar otras actividades, continúo usando redes sociales.
8 Cuando intento limitar el tiempo que uso el celular, me resulta difícil cumplirlo.
9 En mis tiempos libres o de espera, recurro casi de forma automática al celular.
10 Siento incomodidad cuando paso tiempo sin revisar mi teléfono.
4. ¿Qué semestre estás cursando actualmente?
Instrucciones
A continuación, se presentan una serie de afirmaciones relacionadas con el uso del celular y las redes
sociales. Lea cada una con atención y marque la opción que mejor describa con qué frecuencia se
identifica con cada situación. No existen respuestas correctas o incorrectas; responda de acuerdo con su
experiencia personal.
Escala de Respuesta
1. Nunca
2. Casi nunca
3. A veces
4. Casi siempre
5. Siempre
Tabla 4
No. Reactivo 1 2 3 4 5
Hiperconectividad digital
1 Pasó gran parte del día conectado/a a mi teléfono celular o a redes sociales.
2 Reviso mi celular de manera frecuente, aun cuando no tengo un motivo
específico para hacerlo.
3 Siento la necesidad constante de estar disponible para responder mensajes o
notificaciones.
4 Utilizas redes sociales en la mayoría de mis momentos libres.
5 Siento que el acceso a internet o a redes sociales es indispensable para mi vida
cotidiana.
Dificultad para desconectarse
6 Me cuesta dejar el celular incluso cuando necesito descansar o relajarme.
7 A pesar de que debo realizar otras actividades, continúo usando redes sociales.
8 Cuando intento limitar el tiempo que uso el celular, me resulta difícil cumplirlo.
9 En mis tiempos libres o de espera, recurro casi de forma automática al celular.
10 Siento incomodidad cuando paso tiempo sin revisar mi teléfono.
pág. 8239
Fatiga emocional asociada al uso de redes
11 Después de usar redes sociales durante un periodo prolongado, me siento
emocionalmente agotado/a.
12 El uso constante del celular me genera sensaciones de irritabilidad o malestar.
13 El uso de redes sociales durante periodos prolongados (varias horas seguidas o
más tiempo del que tenía planeado) me provoca estrés o tensión emocional.
14 En ocasiones utilizo el celular sin realmente tener ganas, pero aun así continúo
haciéndolo.
15 Siento que el uso prolongado de redes sociales afecta negativamente mi estado
de ánimo.
Miedo a perderse algo (FoMO)
16 Me preocupa no enterarme de lo que hacen mis amigos si no reviso redes
sociales.
17 Siento que debo revisar redes sociales para no quedarme fuera de planes o
eventos.
18 Comparo lo que hago con lo que otras personas publican en redes sociales.
19 Reviso redes sociales para saber qué está pasando con las personas que
conozco.
20 Considero importante mantenerme activo/a en redes sociales para no quedar
excluido/a socialmente.
Atención y productividad
21 El uso del celular interfiere con mi capacidad para concentrarme en mis
actividades diarias.
22 Mientras realizo tareas importantes, tiendo a distraerme al revisar el celular.
23 He pospuesto actividades académicas o responsabilidades por pasar tiempo en
redes sociales.
24 Me resulta difícil mantener la atención en actividades prolongadas sin revisar
el celular.
25 El uso frecuente del celular afecta negativamente mi rendimiento académico o
cotidiano.
Fatiga emocional asociada al uso de redes
11 Después de usar redes sociales durante un periodo prolongado, me siento
emocionalmente agotado/a.
12 El uso constante del celular me genera sensaciones de irritabilidad o malestar.
13 El uso de redes sociales durante periodos prolongados (varias horas seguidas o
más tiempo del que tenía planeado) me provoca estrés o tensión emocional.
14 En ocasiones utilizo el celular sin realmente tener ganas, pero aun así continúo
haciéndolo.
15 Siento que el uso prolongado de redes sociales afecta negativamente mi estado
de ánimo.
Miedo a perderse algo (FoMO)
16 Me preocupa no enterarme de lo que hacen mis amigos si no reviso redes
sociales.
17 Siento que debo revisar redes sociales para no quedarme fuera de planes o
eventos.
18 Comparo lo que hago con lo que otras personas publican en redes sociales.
19 Reviso redes sociales para saber qué está pasando con las personas que
conozco.
20 Considero importante mantenerme activo/a en redes sociales para no quedar
excluido/a socialmente.
Atención y productividad
21 El uso del celular interfiere con mi capacidad para concentrarme en mis
actividades diarias.
22 Mientras realizo tareas importantes, tiendo a distraerme al revisar el celular.
23 He pospuesto actividades académicas o responsabilidades por pasar tiempo en
redes sociales.
24 Me resulta difícil mantener la atención en actividades prolongadas sin revisar
el celular.
25 El uso frecuente del celular afecta negativamente mi rendimiento académico o
cotidiano.
pág. 8240
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Aldea, V., Anabalón, J., & Henríquez, C. (2024). Sleep Quality Related to Internet Addiction in
University Students in Ñuble, Chile, 2023. Aquichan, 24(3), 1–16.
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Ajzen, I. (1985). From intentions to actions: a theory of planned behavior. Action Control, 1(1), 11–39.
https://doi.org/10.1007/978-3-642-69746-3_2
Aldea, V., Anabalón, J., & Henríquez, C. (2024). Sleep Quality Related to Internet Addiction in
University Students in Ñuble, Chile, 2023. Aquichan, 24(3), 1–16.
https://doi.org/10.5294/aqui.2024.24.3.6
Alvarez, M. (2024). FOMO y adicción al móvil: Un estudio clave. NeuroClass. Retrieved 2026, from
https://neuro-class.com/fomo-y-adiccion-al-movil-un-estudio-clave/
Álvarez-Macías, D., Cagua-Jama, A., Weisson-Haro, J., & Herrera-Navas, C. (2025, Junio). Uso
Excesivo de Pantallas y su Impacto en la salud mental de los Estudiantes | MUNDO
RECURSIVO. Instituto Superior Tecnológico Atlantic. Retrieved Enero, 2026, from
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Ayuso, M. (2025, Octubre). “Hay chicos que están 14 horas por día con el celular”: cómo afecta la
hiperconectividad al cerebro adolescente. Retrieved Enero, 2026, from
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como-afecta-la-hiperconectividad-al-cerebro-nid07102025/
BMC Psychiatry. (2023). Social media use, sleep quality, and mental health among university students.
BMC Psychiatry, 23(417). https://doi.org/10.1186/s12888-023-XXXX
BMC Psychology. (2024). Digital overload, emotional fatigue, and psychological well-being in young
adults. BMC Psychology, 12(98). https://doi.org/10.1186/s40359-024-XXXX
Buzali, B. (2025). Fatiga Emocional y Sobrecarga Cognitiva: La Epidemia Oculta de la Era Digital.
Motusdao. Retrieved 2026, from https://www.motusdao.org/post/fatiga-emocional-y-
sobrecarga-cognitiva-la-epidemia-oculta-de-la-era-digital
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Equation Modeling, 24(1), 4–26. https://doi.org/10.1080/10705511.2016.1252437
Chachapoya, G., Garcés, V., Chandi, K., & Mena, M. (2025). Efectos del uso excesivo de redes sociales
en la regulación emocional y la salud mental en adolescentes: una revisión integradora desde la
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sicologicos_de_la_era_digital
Elhai, J. D., Levine, J. C., Dvorak, R. D., & Hall, B. J. (2017). Fear of missing out, need for touch,
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Exelmans, L., & Van den Bulck, J. (2016). Bedtime mobile phone use and sleep in adults. Social Science
& Medicine, 148, 93–101. https://doi.org/10.1016/j.socscimed.2015.11.037
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las redes sociales, sedentarismo e hiperactividad mental. Comunicar Journal. Retrieved 2026,
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psicología evolutiva. Revista Científica de Salud BIOSANA. Retrieved 2026, from
https://soeici.org/index.php/biosana/article/view/676
Clark-Gordon, C., & Bowman, N. D. (2019, Septiembre). Fear of Missing Out Scale. ResearchGate.
Retrieved Enero, 2026, from
https://www.researchgate.net/publication/335983318_Fear_of_Missing_Out_Scale
Consejo General de la Psicología en España. (2025, Noviembre). Niños y adolescentes hiperconectados:
impacto y consecuencias. Infocop. Retrieved Enero, 2026, from https://www.infocop.es/ninos-y-
adolescentes-mas-hiperconectados-que-nunca-impacto-y-consecuencias/
Díaz, N. (2026, January 24). 'FoMO' o el miedo a perderse algo ¿Cómo afecta a nuestras vidas y qué
hacer para reducir su efecto? BioBioChile. Retrieved March 8, 2026, from
https://www.biobiochile.cl/noticias/servicios/consejos-bbcl-contigo/2026/01/24/fomo-o-el-
miedo-a-perderse-algo-como-afecta-a-nuestras-vidas-y-que-hacer-para-reducir-su-efecto.shtml
Durao, M., Etchezahar, E., Gomez-Yepes, T., & Muller, M. (2024, Mayo). HIPERCONECTADOS Los
desafíos psicológicos de la era digital. Retrieved Febrero, 2026, from
https://www.researchgate.net/publication/380818144_HIPERCONECTADOS_Los_desafios_p
sicologicos_de_la_era_digital
Elhai, J. D., Levine, J. C., Dvorak, R. D., & Hall, B. J. (2017). Fear of missing out, need for touch,
anxiety and depression. Computers in Human Behavior, 63, 509–516.
https://doi.org/10.1016/j.chb.2016.05.079
Erasmediah. (2023). Module 1 Developing Selfawareness: Understanding Social Media Hyperaddiction
And Its Effects. Retrieved Enero, 2026, from https://erasmediah.eu/downloads/M1L6_EN.pdf
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