Psychometric Validation of a Novel Multidimensional Screen Time Assessment (STA) Tool for Undergraduate Students

Abstract

The rapid expansion of screen exposure represents a growing public health concern, yet existing measures often overlook complex usage patterns such as multitasking. This study developed and validated a multidimensional Screen Time Assessment (STA) tool among undergraduate students. The questionnaire development involved literature review, expert consultation, content validation, reliability analysis, item analysis, and exploratory factor analysis (EFA). The final tool comprised 35 items across four domains, representing high content validity (I-CVI range: 0.97–1.00), satisfactory internal consistency (Cronbach’s α = 0.830; Spearman–Brown = 0.828; Guttman = 0.815), significant item–total correlations ( p < .001), and EFA supported the structure (KMO = 0.797; Bartlett’s test p < .001. STA is a valid and reliable instrument that captures duration, activities performed, and multitasking behavior. The tool can be used as a valid psychoeducational measure to identify problematic screen use, design targeted interventions, and decision-making in public health, education, and digital governance.