Development and Psychometric Validation of the Brain Rot Scale: Measuring Digital Content Overconsumption Among Generation Alpha and Generation Z
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| Publicado en: | European Journal of Investigation in Health, Psychology and Education vol. 15, no. 12 (2025), p. 262-286 |
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| Otros Autores: | , , , , |
| Publicado: |
MDPI AG
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| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 001 | 3286273302 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2174-8144 | ||
| 022 | |a 2254-9625 | ||
| 024 | 7 | |a 10.3390/ejihpe15120262 |2 doi | |
| 035 | |a 3286273302 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 100 | 1 | |a Mostafa, Mamdouh Mahmoud |u Mental Health Department, Faculty of Education, Al-Azhar University, Cairo 11765, Egypt; mamdouhbadawy.197@azhar.edu.eg | |
| 245 | 1 | |a Development and Psychometric Validation of the Brain Rot Scale: Measuring Digital Content Overconsumption Among Generation Alpha and Generation Z | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Brain rot refers to the cognitive decline and mental exhaustion resulting from excessive consumption of low-quality, short-form digital content, particularly affecting Generation Alpha and Generation Z. This study developed and validated the Brain Rot Scale (BRS) to assess digital content overconsumption among digital natives aged 8–24 years. A two-phase design employed separate Egyptian samples for exploratory factor analysis (EFA; n = 403) and confirmatory factor analysis (CFA; n = 897). The initial 21-item Arabic scale underwent principal axis factoring with promax rotation, guided by parallel analysis. Following iterative item deletion, a 14-item scale (BRS-14) emerged with three factors: Attention Dysregulation (6 items), Digital Compulsivity (5 items), and Cognitive Dependency (3 items), accounting for 35.114% of common variance. Confirmatory factor analysis demonstrated excellent fit (CFI = 0.988; TLI = 0.985; RMSEA = 0.031 [0.023, 0.039]; SRMR = 0.040), with standardized loadings ranging from 0.667 to 0.758 (p < 0.001). The scale showed excellent reliability (ω = 0.900, α = 0.899), with subscale reliabilities from 0.759 to 0.857. Convergent validity was established (CR > 0.70, AVE > 0.50). Factor intercorrelations (0.636–0.671) supported a hierarchical model where a general Brain Rot factor explained 62.9–69.9% of first-order variance. The BRS-14 provides a psychometrically sound instrument for assessing problematic digital consumption patterns among contemporary youth populations. | |
| 610 | 4 | |a TikTok Inc | |
| 653 | |a Neurobiology | ||
| 653 | |a Behavior | ||
| 653 | |a Smartphones | ||
| 653 | |a Generation Z | ||
| 653 | |a Memory | ||
| 653 | |a Brain research | ||
| 653 | |a Social networks | ||
| 653 | |a Generations | ||
| 653 | |a Digital media | ||
| 653 | |a Addictions | ||
| 653 | |a Dopamine | ||
| 653 | |a Quantitative psychology | ||
| 653 | |a Decision making | ||
| 653 | |a Computer platforms | ||
| 653 | |a Algorithms | ||
| 653 | |a Addictive behaviors | ||
| 653 | |a Digital literacy | ||
| 653 | |a Self Control | ||
| 653 | |a Depression (Psychology) | ||
| 653 | |a Psychological Evaluation | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Information Retrieval | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Attention Span | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Educational Technology | ||
| 653 | |a Behavior Patterns | ||
| 653 | |a Rewards | ||
| 653 | |a Cognitive Measurement | ||
| 653 | |a Brain | ||
| 653 | |a Addictive Behavior | ||
| 653 | |a Intention | ||
| 653 | |a Psychological Patterns | ||
| 653 | |a Psychometrics | ||
| 653 | |a Cognitive Ability | ||
| 653 | |a Behavior Problems | ||
| 653 | |a Developmental Stages | ||
| 653 | |a Cognitive Development | ||
| 700 | 1 | |a Ibrahim, Ashraf Ragab |u Educational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Dakahlia 35822, Egypt; ashrafibrahem.26@azhar.edu.eg | |
| 700 | 1 | |a Nemt-allah Mohamed Ali |u Educational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Dakahlia 35822, Egypt; ashrafibrahem.26@azhar.edu.eg | |
| 700 | 1 | |a Arafa, Safaa Zaki |u College of Science, King Faisal University, Al-Ahsa 31982, Saudi Arabia; szarafa@kfu.edu.sa (S.Z.A.); aahassan@kfu.edu.sa (A.A.H.) | |
| 700 | 1 | |a Hassan, Amina Ahmed |u College of Science, King Faisal University, Al-Ahsa 31982, Saudi Arabia; szarafa@kfu.edu.sa (S.Z.A.); aahassan@kfu.edu.sa (A.A.H.) | |
| 700 | 1 | |a Helali, Mamdouh Mosaad |u The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia | |
| 773 | 0 | |t European Journal of Investigation in Health, Psychology and Education |g vol. 15, no. 12 (2025), p. 262-286 | |
| 786 | 0 | |d ProQuest |t Psychology Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3286273302/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3286273302/fulltextwithgraphics/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3286273302/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |