Previous research indicates that mindfulness is associated with lower levels of addictive behaviors, including problematic smartphone use. However, the mechanisms underlying this relationship remain insufficiently explored. Self-regulated learning has been identified as a process that may partially account for this association, while digital detox practices may be associated with stronger self-regulation. Yet, these factors have rarely been examined together within a single model of problematic smartphone use. This study aimed to investigate the mediating role of self-regulated learning and the moderating role of digital detox in the relationship between mindfulness and problematic smartphone use among 1,241 Chinese college students from Shandong Xiehe University. Participants completed the Mindful Attention Awareness Scale (MAAS), the Problematic Smartphone Use Scale (PSU), the Self-Regulation of Learning Self-Report Scale (SRL-SRS), and the Digital Detoxification Scale (DDS). The results showed that mindfulness was negatively associated with problematic smartphone use, and self-regulated learning partially mediated this association. Further analysis indicated a significant interaction between digital detox and self-regulated learning in relation to problematic smartphone use. These results are consistent with a complex pattern in which mindfulness is linked to lower problematic smartphone use partly via self-regulated learning, with digital detox associated with a stronger negative association between self-regulated learning and problematic smartphone use. Given the cross-sectional design, these findings should be interpreted as associations rather than causal effects. This study contributes to clarifying the mechanisms underlying the association between mindfulness and problematic smartphone use, highlighting the relevance of promoting self-regulated learning and digital detox strategies.

Medical education requires students to sustain high levels of academic commitment under demanding conditions, which makes academic engagement a critical fa

Introduction: The increasing integration of digital technologies into daily life has underscored the need for valid instruments to assess individuals’ ability to maintain a balanced engagement between online and offline activities within Arabic-speaking university student samples. This study aimed to evaluate the validity and reliability of the Arabic version of the Digital Life Balance (DLB) Scale among Arab university students. Methods: A total of 769 students participated (Saudi Arabia = 261; Yemen = 311; Egypt = 197). The scale was translated into Arabic, and its linguistic and cultural equivalence was established through expert evaluation using the Delphi technique. Convergent validity was examined using three subscales of the Arabic Digital Stress Scale (DSS-A)—Fear of Missing Out, Connection Overload, and Online Vigilance. Results: Confirmatory factor analysis supported the one-factor structure of the DLB Scale in the pooled Arabic-speaking sample, indicating clear construct validity. The DLB Scale demonstrated strong internal consistency (Cronbach’s α = .87; McDonald’s ω = .80; Composite Reliability = .89). Small but significant negative correlations were found between DLB scores and Fear of Missing Out ( r = −.10, p = .006) and Connection Overload ( r = −.15, p < .001), whereas the association with Online Vigilance was negative but not statistically significant ( r = −.07, p = .060). Discussion: Taken together, these findings provide evidence for the reliability and factor structure of the Arabic version of the DLB Scale, with partial support for convergent validity, within the studied Arabic-speaking university student sample.

Borderline personality disorder (BPD) is characterized by pervasive instability in affect regulation, impulse control, and interpersonal functioning. Mindf