Muñoz Carril, Pablo CésarMosquera Bargiela, InésEstévez Blanco, IrisPlatas Ferreiro, María Lidia2026-03-102026-03-102026-03-06Muñoz-Carril, P.-C., Bargiela, I. M., Estévez, I., & Platas-Ferreiro, M.-L. (2026). An Integrative Model of Online Activity Frequency, Problematic Internet Use, Nomophobia and Phubbing Among University Students. Education Sciences, 16(3), 404. https://doi.org/10.3390/educsci16030404https://hdl.handle.net/10347/46286Digital behaviour in higher education must be approached not only as a psychological phenomenon but also as a pedagogical issue with direct implications for academic wellbeing and learning processes. The present study evaluates an integrated model that links frequency of online activity, problematic Internet use, nomophobia, and phubbing among university students. A quantitative-transversal methodology was applied. A structural equation model was specified using partial least squares (PLS-SEM) in order to analyse the combined direct and indirect effects between the constructs studied. The sample comprised 1922 Spanish university students. The instrument was made up of four scales designed to assess the frequency and type of Internet use, problematic Internet use, nomophobia, and phubbing. The results support the four hypotheses established via the model to explain the relationships between the variables. The explanatory power of the model around the construct of phubbing stood out, and nomophobia was determined to have a partial mediating role between problematic Internet use and phubbing. Guidance is discussed for the design of interventions to address the issues these phenomena cause.eng© 2026 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/PhubbingNomophobiaProblematic Internet useOnline activity frequencySmartphoneUniversityStudentsStructural modelPLS-SEM58 Pedagogíajournal article10.3390/educsci160304042227-7102open access