Digital Stress and its Relationship to Adjustment Disorder among Middle School Students

Abstract

The current research aims to identify:

1- ​Digital stress levels among middle school students.

2- ​Adjustment disorder among middle school students.

3- ​The correlational relationship between digital stress and adjustment disorder among middle school students.

​To achieve the research objectives, the researcher adopted the descriptive-correlational methodology. The research population consisted of (21,402) middle school students in Babylon Governorate for the academic year (2025–2026). By applying the Stephen Thompson formula, a sample of (378) students was selected from middle school affiliated with the Directorate of Education in Babylon.

​The researcher developed two instruments:

- ​Digital Stress Scale: Comprising (20) items categorized into (5) domains, with (4) response alternatives.

- ​Adjustment Disorder Scale: Comprising (24) items, with (4) response alternatives for each.

​The researcher verified the validity and reliability of both scales and utilized the following statistical methods: (Discriminatory Power, Pearson Correlation Coefficient). Following the statistical analysis, the researcher reached several findings, most notably:

1- ​Middle school students experience levels of digital stress.

2-​Middle school students suffer from adjustment disorder.

3-​There is a positive correlational relationship between digital stress and adjustment disorder among middle school students.

​In light of these results, the researcher proposed several recommendations and suggestions.