DM-Induced Anxiety: The Psychology of Notifications

DM-Induced Anxiety: The Psychology of Notifications

Mobile phones and social media have become an integral part of university students’ daily lives. Access to course materials, maintaining social relationships, and academic communication largely take place through digital platforms. However, the notification-driven structure of these tools can create a subtle yet persistent pressure on students’ attention processes and anxiety levels, often without being consciously noticed.

How Do Notifications Affect Attention?

Notifications interrupt the brain’s attentional system, making sustained focus more difficult. Research shows that even brief interruptions during a task can reduce cognitive performance and prolong the time needed to refocus (Rosen et al., 2011). This leads to a constant sense of “trying to keep up with everything at once,” which ultimately diminishes the depth of learning. Repeated disruptions of attention are associated with mental fatigue, procrastination, and decreased academic productivity. These effects tend to become more pronounced during exam periods.

Why Do Notifications Increase Anxiety?

Notifications affect not only attention but also emotional regulation. A notification sound or screen light can activate the perception of a potential emergency in the brain, increasing physiological arousal. Studies indicate that even when a phone is on silent, its mere presence can negatively impact anxiety levels and attentional capacity (Ward et al., 2017).

Social media notifications can trigger fear of missing out (FOMO), social comparison, and the need for approval. When a notification arrives, individuals may feel they are missing something important or may begin comparing themselves to others through social content. While receiving likes or messages can offer temporary relief, their absence may lead to restlessness and discomfort. This cycle can cause young adults to check their phones frequently, preventing the mind from fully resting (Elhai et al., 2017).

Coping with Digital Anxiety

The goal of managing digital anxiety is not to eliminate technology from daily life, but to develop a conscious and bounded relationship with it.

1. Developing Momentary Awareness

When a notification arrives, creating a brief pause before automatically reaching for the phone can be helpful. During this pause, asking questions such as “Is this truly urgent?” or “What would happen if I didn’t check it right now?” can reduce impulsive reactions and strengthen a sense of control.

2. Setting Behavioral Boundaries

Rather than turning off notifications entirely, setting intentional limits may be more sustainable. Keeping the phone out of sight while studying and checking messages at designated intervals can positively affect both attention and anxiety levels.

3. Reviewing Emotional and Cognitive Processes

Digital anxiety is often fueled by thoughts such as “I might miss something” or “I need to respond immediately.” Becoming aware of these thoughts and evaluating them realistically can reduce the intensity of anxiety. It is important to remember that the discomfort triggered by notifications is usually temporary.

4. Digital Mindfulness Practices

Digital mindfulness refers to using technology with awareness rather than through automatic habits—recognizing why and for what purpose one is engaging with it. For instance, asking questions such as “Am I responding to someone?”, “Am I taking a short break?”, or “Am I checking my phone out of boredom?” before reaching for the device helps clarify intention. This awareness shifts the focus from controlling phone use to understanding the underlying needs driving it. Small adjustments, such as spending certain periods before and after sleep without notifications, can help reduce the mind’s constant state of alertness and support psychological balance (Howell et al., 2010).

References

Elhai, J. D., Levine, J. C., Dvorak, R. D., & Hall, B. J. (2017). Fear of missing out, need for touch, anxiety and depression are related to problematic smartphone use. Computers in Human Behavior, 63, 509–516.

Howell, A. J., Digdon, N. L., & Buro, K. (2010). Mindfulness predicts sleep-related self-regulation and well-being. Personality and Individual Differences, 48(4), 419–424.

Rosen, L. D., Lim, A. F., Smith, J., & Smith, R. (2011). The distracted student: Effects of multitasking on learning. Educational Psychology, 31(8), 951–966.

Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: The mere presence of one’s own smartphone reduces available cognitive capacity. Journal of the Association for Consumer Research, 2(2), 140–154.