Alexithymia in the Relationship between Nomophobia and Social Phobia among Learning Difficulties Students

Abstract

This study delves into the intricate relationship between alexithymia, nomophobia (no mobile phobia), and social phobia among higher education students facing learning difficulties. The researcher employed a descriptive correlational approach to validate a proposed causal model that elucidates the dynamics of this relationship. The study sample comprises 36 male and female students enrolled in higher education. Data collection involves the Toronto Alexithymia Scale (TAS-20), the Nomophobia Scale, and the Social Phobia Scale. The results indicate statistically significant positive correlations between social phobia and alexithymia (p < 0.01), social phobia and nomophobia (p < 0.05), and between alexithymia and nomophobia (p < 0.05). Moreover, the study sheds light on the similarity of these relationships across genders. An interesting finding is that isolating alexithymia weakens the relationship between nomophobia and social phobia, suggesting a complex interplay among these variables. The study's implications extend to the understanding of these relationships among individuals with learning difficulties in university settings. It suggests that predicting the levels of social phobia and nomophobia may be feasible by assessing the level of alexithymia. Additionally, the study highlights the potential for improving both social phobia and nomophobia by addressing their interrelationship. In conclusion, this study emphasizes the significance of alexithymia and its association with various mental disorders, indicating the need for tailored interventions for individuals with learning difficulties in higher education.