The Relationship Between Multitasking and Attention Deficit Among Young Adults

Abstract

University students are increasingly required to divide their attention across competing digital and academic demands, raising concerns about the impact of habitual multitasking on attentional functioning. This study examined the relationship between multitasking and attention deficit among young adults, drawing on Cognitive Load Theory and the Load Theory of Attention. A cross-sectional correlational design was employed with a sample of 300 university students (135 male, 165 female) recruited from universities in Islamabad and Rawalpindi through convenience sampling. Multitasking was assessed using the Everyday Multitasking Scale (EMS; α = .87), and attention deficit was assessed using the Attention-Related Cognitive Errors Scale Short Form (ATQ-Short1; α = .90). Results revealed a significant positive correlation between multitasking and attention deficit (r = .51, p < .01), indicating that university students who engage more frequently in multitasking report greater difficulty sustaining attention, higher distractibility, and more frequent attention-related cognitive errors. Mindfulness was negatively correlated with attention deficit (r = -.49, p < .01), suggesting a possible protective role. These findings support the view that habitual multitasking is associated with measurable declines in attentional functioning among young adults, with implications for academic policy and student support services.