Psychometric Revalidation of a Digital Well-being Scale for Postgraduate Students

Moajungla Tzudir, Visalieto Lhousa and Rashmi
Nagaland Univeristy, Nagaland

Pages:134-143

The increasing integration of digital technologies into academic and personal life has
intensified concerns regarding individuals’ digital well-being, particularly among students
in higher education. The present study aimed to psychometrically revalidate the Digital
Well-being Scale developed by Gomes et al. (2023) among postgraduate students in
Nagaland, India. A quantitative descriptive survey design was adopted, and data were
collected from 200 postgraduate students selected through stratified random sampling
from different higher educational institutions. The study employed the original Digital
Well-being Scale consisting of emotional, mental, and physical dimensions, with minor
contextual modifications for clarity. Exploratory Factor Analysis (EFA) and Confirmatory
Factor Analysis (CFA) were conducted to examine the factor structure, reliability, and
validity of the scale. The Kaiser–Meyer–Olkin (KMO) value of .861 and significant
Bartlett’s Test of Sphericity confirmed the adequacy of the data for factor analysis. EFA
resulted in the removal of four items due to weak or negative loadings, leading to a
refined 16-item scale with a stable three-factor structure. CFA findings demonstrated
an acceptable model fit (CMIN/DF = 1.972, CFI = .903, RMSEA = .070), supporting the
construct validity of the revised model. Reliability analysis revealed satisfactory internal
consistency with a Cronbach’s alpha value of .773, while composite reliability values
exceeded recommended thresholds. The findings establish that the revised Digital
Well-being Scale is a reliable and valid instrument for assessing digital well-being
among postgraduate students in Nagaland and highlights the importance of contextual
psychometric validation across socio-cultural settings.