In an era dominated by digital connectivity, the psychological impact of mobile phone use continues to reveal complex interactions with cognitive functions. A groundbreaking study published in BMC Psychology sheds light on a fascinating mechanism: how nomophobia, the pervasive fear of being without one’s mobile phone, mediates the relationship between executive function and problem-solving skills in gifted students. This intricate interplay underscores a nuanced understanding of cognitive performance amidst the omnipresent digital environment.
Executive function refers to a set of high-level cognitive processes that enable individuals to plan, focus attention, remember instructions, and juggle multiple tasks effectively. These functions are crucial for problem-solving, a competency that entails identifying, analyzing, and resolving challenges efficiently. Gifted students, often characterized by advanced intellectual abilities, rely heavily on robust executive functioning to maximize their potential and tackle complex academic and real-world problems.
The concept of nomophobia — “no mobile phone phobia” — emerges as an unprecedented psychological phenomenon in the digital age. It encapsulates the anxiety and discomfort experienced when an individual is separated from their mobile device or lacks network connectivity. Given the ubiquitous integration of smartphones into daily routines, especially among adolescents and young adults, understanding nomophobia’s cognitive implications is critical. This study bridges the gap by investigating how nomophobia might influence the pathway between executive function and problem-solving aptitude.
Utilizing advanced methodological designs, the researchers administered comprehensive neuropsychological assessments alongside validated questionnaires to evaluate levels of nomophobia and executive function parameters in a sample of gifted students. The group selection was intentional to probe the cognitive dynamics within a population that is both highly capable and potentially vulnerable to the distractions and emotional disturbances induced by smartphone dependence.
Findings revealed a significant mediating role of nomophobia in the relationship between executive function and problem-solving skills. Essentially, while gifted students generally exhibit superior executive control facilitating effective problem-solving, heightened nomophobia undermines this advantage. The anxiety associated with being disconnected from smartphones was shown to impair cognitive resources necessary for maintaining attention, cognitive flexibility, and working memory—all fundamental components of executive functioning.
The study expounds on the neuropsychological pathways potentially involved in this mediation effect. Anxiety stemming from nomophobia likely activates the brain’s stress response systems, including elevated activity in the amygdala and impaired regulation by the prefrontal cortex. Such neurocognitive interference could deplete the mental bandwidth required for complex problem-solving tasks, resulting in reduced performance despite baseline high executive capacity.
Importantly, the research highlights that nomophobia’s impact is not uniform but varies according to the degree of reliance and attachment to mobile phones. Some gifted students demonstrated resilience with minimal disruption to cognitive function, suggesting that individual differences in emotional regulation and coping strategies play a crucial role. This nuanced understanding opens avenues for tailored interventions targeting specific psychological vulnerabilities.
From a broader perspective, the findings pose intriguing questions about the evolving nature of cognitive skills development in a hyperconnected world. As digital devices become integral to learning and social engagement, the boundary between beneficial technology use and detrimental dependency blurs. This study advocates for a balance that preserves executive function integrity while acknowledging the essential role technology plays.
Moreover, the implications extend into educational policy and practice. Recognizing nomophobia as a mediating factor implies that educators and psychologists must incorporate digital well-being strategies alongside traditional cognitive skill development for gifted learners. Techniques such as mindfulness, digital detox programs, and resilience training could be vital in mitigating nomophobia’s adverse effects.
The authors also call for interdisciplinary research combining cognitive neuroscience, psychology, and technology studies to deepen the understanding of these phenomena. Longitudinal studies could elucidate causal pathways and inform the design of adaptive educational technologies that minimize anxiety triggers without compromising connectivity and access to information.
Furthermore, technological designers and app developers might leverage these insights to create user interfaces and smartphone applications that support mental health and executive functioning. Features promoting mindful use and moderate device engagement could be integrated to assist users in maintaining cognitive efficiency and emotional balance.
As the global population, especially youth, becomes increasingly enmeshed in digital ecosystems, psychological constructs like nomophobia gain urgency in scientific inquiry. This research not only maps a critical mediator in cognitive performance but also invites a reframing of how society conceptualizes learning, attention, and technology interaction in gifted individuals.
In sum, this pioneering investigation published in 2025 pushes the frontiers of psychological science by revealing how the fear of smartphone disconnection subtly yet profoundly alters the cognitive landscape for gifted students. It signals a vital area of focus in the quest to optimize mental capacities in harmony with technological advancements.
By highlighting the dual challenge of harnessing executive functions while managing digital anxieties, this work paves the way for more informed, holistic approaches to gifted education and cognitive health. It reminds us that the smartphone, while a powerful tool, also represents a double-edged sword—capable of enhancing cognition or, paradoxically, impeding it through emotional dependencies.
The drive toward personalized cognitive enhancement must now consider emotional and technological contexts as inseparable elements of modern human functioning. This study stands as a seminal contribution in that transformative journey.
Subject of Research: The mediating role of nomophobia in the effect of executive function on problem-solving skills in gifted students.
Article Title: The mediating role of nomophobia in the effect of executive function on problem-solving skills in gifted students.
Article References: Gül, M.D., Ayık, Z. The mediating role of nomophobia in the effect of executive function on problem-solving skills in gifted students. BMC Psychol 13, 1220 (2025). https://doi.org/10.1186/s40359-025-03631-x
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s40359-025-03631-x
