American Journal Of Social Sciences And Humanity Research
156
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue07 2025
PAGE NO.
156-160
10.37547/ajsshr/Volume05Issue07-32
24
Psychological Consequences of Excessive Attachment to
Virtual Environments and Strategic Approaches to
Preventing Modern Mowgli Syndrome
Polvanov Rasulbek Bakhtiyarovich
Independent Researcher, Tashkent Medical University, Uzbekistan
Received:
31 May 2025;
Accepted:
29 June 2025;
Published:
31 July 2025
Abstract:
In the digital era, the overreliance on virtual environments
—
such as social media, online gaming, and
digital communication platforms
—
has triggered a range of psychological disturbances, particularly among youth.
This article explores the deepening psychological effects of excessive virtual engagement, including emotional
isolation, cognitive dissonance, social withdrawal, and identity diffusion, commonly observed in what is now
described as the Modern Mowgli Syndrome. Drawing on interdisciplinary research from psychology,
neuroscience, and media studies, the study identifies the behavioral symptoms and cognitive impairments
associated with digital overuse. Furthermore, it proposes multi-level strategies for prevention and intervention,
incorporating psychoeducational programs, digital hygiene policies, and family-centered cognitive-behavioral
therapies. The article emphasizes the importance of digital resilience and conscious media consumption in
preserving mental health and social connectedness among young individuals. Findings underscore the urgent
need for policy-makers, educators, and mental health professionals to collaboratively address this emerging
digital-era syndrome.
Keywords
: Virtual dependency, psychological isolation, Modern Mowgli Syndrome, digital addiction, youth
mental health, digital hygiene, cognitive-behavioral therapy, social withdrawal, digital resilience, prevention
strategies.
Introduction:
The accelerating digitization of human
life in the 21st century has precipitated a radical
transformation in the cognitive, emotional, and social
development of individuals
—
particularly among youth,
who are often the most immersed in virtual
environments. From the omnipresence of smartphones
and the immersive allure of video games to the
psychological entanglements of social media, modern
life is increasingly mediated by screens. This
pervasiveness of digital culture has fundamentally
altered how individuals perceive themselves, interact
with others, and experience the external world. In this
context, a new psychological and sociocultural
phenomenon has begun to emerge
—
referred to in
contemporary discourse as the "Modern Mowgli
Syndrome." Drawing metaphorical inspiration from
Rudyard Kipling’s character Mowgli, who was raised in
isolation from human society, the term denotes a
generation of youth who, despite being surrounded by
people, live in psychological and social detachment as
a result of their deep immersion in the virtual sphere.
The digital revolution, while contributing to advances
in communication, education, and productivity, has
also produced a parallel set of consequences,
particularly in the domain of psychological health. An
emerging div of evidence suggests that prolonged
and excessive exposure to virtual platforms is
correlated with emotional desensitization, increased
social anxiety, attention disorders, and a disturbing
disintegration
of
real-world
interpersonal
relationships. The phenomenon of Internet addiction,
first conceptualized by Young (1998), has evolved from
a marginal issue to a globally acknowledged mental
health concern. Internet Addiction Disorder (IAD) is
now recognized in various psychological taxonomies as
a complex clinical entity encompassing compulsive
online behavior, loss of control, withdrawal symptoms,
American Journal Of Social Sciences And Humanity Research
157
https://theusajournals.com/index.php/ajsshr
American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
and significant impairment in social, academic, or
occupational functioning. What distinguishes the
Modern Mowgli Syndrome from generic digital
addiction is its composite structure: it is not merely
about overuse, but about a complete substitution of
real-world experiences with digital surrogates. This
syndrome encapsulates the behavioral, emotional, and
cognitive regression resulting from the progressive
atrophy of physical-world engagement. Youth affected
by this condition frequently display features
reminiscent of developmental delay
—
not in terms of
biological
maturation
but
in
psychosocial
competencies. They often struggle with empathy, have
limited emotional literacy, and exhibit difficulties in
interpreting nuanced social cues. Moreover, the
syndrome carries implications for identity formation, as
individuals
raised
in
algorithmically
curated
environments may develop fragmented or externally
imposed self-concepts. The contemporary ecological
context further aggravates this crisis. The COVID-19
pandemic, for instance, catalyzed an unprecedented
shift toward virtual learning, remote communication,
and digital entertainment, thereby reinforcing
sedentary behavior and virtual dependency. While
these adaptations were necessary in the face of a
global health emergency, their long-term psychological
ramifications are only beginning to be understood. The
post-pandemic generation now faces a peculiar duality:
while technically hyper-connected, many of its
members are socially and emotionally disconnected.
Numerous psychological studies, including longitudinal
analyses, report a steep increase in depression, anxiety,
and even suicide ideation among adolescents
—
often in
direct proportion to the number of hours spent on
digital platforms [1]. It is therefore imperative to
interrogate the underlying psychological mechanisms
through which excessive digital attachment operates.
Cognitive-behavioral frameworks posit that digital
addiction stems from reinforcement cycles: the instant
gratification of likes, notifications, and virtual rewards
conditions users to seek continuous engagement,
thereby rewiring neural pathways and diminishing
impulse control [2]. Simultaneously, neurobiological
studies employing functional magnetic resonance
imaging (fMRI) indicate structural changes in brain
regions associated with reward processing, attention,
and emotional regulation among chronic digital media
users (Montag et al., 2019). Such neurological
alterations parallel symptoms observed in other forms
of behavioral addiction, such as gambling or substance
use, thereby justifying the classification of virtual
dependency as a legitimate psychopathological
condition. However, the socio-cultural dimensions of
the Modern Mowgli Syndrome must not be overlooked
[3]. The phenomenon is deeply intertwined with
postmodern identity politics, consumerist ideology,
and the commodification of attention. Social media
platforms, in particular, capitalize on human
vulnerability
by
leveraging
persuasive
design
techniques rooted in behavioral economics and
psychology. Youth growing up in this digital
environment are subjected to a constant barrage of
stimuli, each competing for cognitive real estate [4].
The resulting fragmentation of attention has
deleterious effects on the development of executive
functioning, long-term planning, and emotional
resilience. Moreover, the curated nature of online
identity fosters a performative culture where
individuals learn to dissociate from their authentic
selves, prioritizing virtual validation over real-world
relationships. The Modern Mowgli Syndrome is not
merely a clinical label; it is a cultural symptom of a
civilization in transition
—
where traditional markers of
socialization, such as family, community, and physical
play, are being replaced by isolated digital
consumption. The developmental implications of this
shift are profound. Eriksonian theories of psychosocial
development emphasize the importance of direct
human interaction in the formation of identity and
intimacy [5]. When such interactions are substituted
with virtual simulations, the developmental trajectory
is inevitably altered, often leading to identity diffusion,
emotional numbness, and chronic loneliness. This
phenomenon has far-reaching implications for
education systems, parenting models, and public
health policies. Teachers increasingly report difficulties
in engaging students who are habituated to high-
speed, visually stimulating digital content. Parents
often struggle to regulate screen time or to offer viable
real-world alternatives to digital entertainment. Health
professionals face the dual challenge of diagnosing an
emerging syndrome while lacking established
treatment protocols or preventive frameworks. In such
a landscape, a strategic and interdisciplinary approach
becomes crucial. Preventive strategies must operate on
multiple levels
—
individual, familial, institutional, and
societal [6]. Cognitive-behavioral therapy (CBT), for
example, has shown promise in treating digital
addiction by helping individuals reframe cognitive
distortions and establish healthier behavioral routines.
Educational interventions focusing on media literacy
and digital hygiene can also equip youth with the
critical tools necessary to navigate the digital world
responsibly. Furthermore, there is an urgent need to
reimagine digital environments not merely as addictive
interfaces but as spaces that can be designed to foster
psychological well-being. Tech companies must be held
accountable for the ethical implications of their design
choices. Policy-makers should implement regulations
that enforce transparency in algorithmic practices and
American Journal Of Social Sciences And Humanity Research
158
https://theusajournals.com/index.php/ajsshr
American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
data privacy while promoting the development of
humane technology. Collaborative efforts between
educators,
psychologists,
technologists,
and
sociologists are necessary to design sustainable
interventions that address both the symptoms and root
causes of the Modern Mowgli Syndrome.
Literature review
A comprehensive exploration of the psychological
repercussions arising from excessive immersion in
digital
environments
necessitates
a
critical
engagement with key scholarly contributions that have
mapped the contours of this complex phenomenon.
Among the most prominent researchers whose
empirical and theoretical work intersects directly with
the conceptualization of the so-called Modern Mowgli
Syndrome are Jean M. Twenge and Christian Montag
—
two internationally recognized scholars whose
academic endeavors have provided foundational
insights into the neuropsychological, developmental,
and sociocultural dimensions of digital dependency
among youth. Jean M. Twenge, a professor of
psychology at San Diego State University, has made
substantial contributions to the understanding of how
pervasive technology use, particularly smartphones
and social media, is reshaping adolescent mental
health. In her seminal work "iGen: Why Today’s Super
-
Connected Kids Are Growing Up Less Rebellious, More
Tolerant, Less Happy
—
and Completely Unprepared for
Adulthood"[7], the author posits that the generation
born after 1995
—often referred to as “iGen”—
exhibits
unprecedented levels of psychological vulnerability
directly correlated with increased screen time. Drawing
upon extensive longitudinal datasets, Twenge
identifies marked increases in depressive symptoms,
social withdrawal, and suicidal ideation among
adolescents, particularly those who spend three or
more hours daily on digital devices. Twenge’s argument
is both psychologically grounded and culturally
expansive: she contends that virtual immersion not
only
displaces
face-to-face
interaction
but
fundamentally alters the emotional architecture of
young individuals, reducing their capacity for empathy,
patience, and self-regulation. These findings are critical
in the conceptual framing of the Modern Mowgli
Syndrome, as they suggest that digital hyper-
connectivity paradoxically results in emotional
detachment and developmental regression
—
traits
emblematic of the syndrome. Complementing
Twenge’s sociopsychological perspective is the
neuroscientific research of Christian Montag, a German
neuroscientist and professor of molecular psychology
at Ulm University. Montag’s co
-authored volume
"Digital Phenotyping and Mobile Sensing: New
Developments in Psychoinformatics"[8] introduces an
innovative methodological approach to understanding
the behavioral and cognitive implications of digital
media overuse. By leveraging psychoinformatics
—
a
subdiscipline that integrates psychology with computer
science and mobile sensing technologies
—
Montag
empirically demonstrates that excessive digital
interaction reshapes core neural pathways, particularly
those related to attention, reward processing, and
emotional regulation. One of Montag’
s significant
contributions lies in his exploration of the
dopaminergic system’s role in perpetuating compulsive
smartphone use, which mirrors the neural mechanisms
observed in substance addiction. His findings offer a
biologically robust framework for understanding the
Modern Mowgli Syndrome not merely as a behavioral
pathology but as a neuroadaptive response to
prolonged virtual stimulation. This neurocognitive
degradation, according to Montag, leads to attentional
fragmentation, diminished executive functioning, and
emotional dysregulation
—
all of which resonate with
the clinical profiles of individuals exhibiting traits of
digital-induced dissociation and social maladaptation.
The convergence of Twenge’s sociocultural analytics
and Montag’s neurobiologica
l inquiries offers a multi-
dimensional scaffold for theorizing the Modern Mowgli
Syndrome. While Twenge provides a macroscopic view
of generational shifts in emotional resilience and social
behavior, Montag offers a microscopic lens into the
neural substrates that sustain digital dependency. Their
combined works underscore the need for a cross-
disciplinary strategy in both diagnosing and mitigating
the syndrome. Moreover, both scholars converge on a
critical point: the current trajectory of digital culture, if
left unmoderated, may foster an environment where
psychological development is not only impeded but
structurally rerouted in ways that compromise long-
term mental health and social integration.
METHODOLOGY
In conducting this research, a mixed-method approach
was employed to achieve a comprehensive
understanding of the multifaceted psychological
consequences associated with excessive immersion in
virtual environments and to evaluate the efficacy of
proposed strategic interventions aimed at preventing
the Modern Mowgli Syndrome. The study primarily
utilized a descriptive-analytical method to examine
theoretical frameworks, psychological models, and
empirical literature pertinent to digital dependency
and virtual isolation, allowing for the synthesis of
interdisciplinary insights from cognitive psychology,
neuroscience, behavioral science, and sociocultural
studies. Complementing this, a phenomenological
approach was adopted to explore the subjective
experiences of individuals exhibiting symptoms
American Journal Of Social Sciences And Humanity Research
159
https://theusajournals.com/index.php/ajsshr
American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
analogous to the Modern Mowgli Syndrome, thereby
capturing the lived realities and psychological
interiority of affected youth in a digitally saturated
context. Furthermore, a comparative method was
applied to critically juxtapose different typologies of
digital addiction across cultural and developmental
lines,
enabling
the
identification
of
shared
neurocognitive markers and divergent sociocultural
manifestations.
To
substantiate
theoretical
postulations, the study also incorporated qualitative
content analysis, drawing from clinical reports, case
studies, and thematic coding of narratives obtained
from
previously
published
ethnographic
and
psychological studies. Lastly, in formulating preventive
strategies, the research integrated elements of
evidence-based intervention analysis, systematically
evaluating the design, implementation, and outcomes
of existing cognitive-behavioral therapies (CBT), digital
hygiene protocols, and psychoeducational programs,
thus ensuring the proposed solutions are grounded in
proven scientific practice. By combining these
methodological instruments within a unified analytical
framework, the study maintains both depth and
breadth in its examination of this emergent
psychological syndrome, while ensuring academic
rigor, epistemological coherence, and transdisciplinary
validity.
RESULTS
The findings of this study reveal that excessive
attachment to virtual environments
—
characterized by
compulsive internet usage, prolonged screen time, and
digital social withdrawal
—
has profound psychological
consequences including emotional blunting, disrupted
identity
formation,
impaired
interpersonal
communication, and heightened anxiety, which
collectively contribute to the emergence of the so-
called “Modern Mowgli Syndrome,” a complex
condition wherein individuals, particularly youth,
exhibit behavioral patterns akin to socially feral
children, devoid of normative socio-emotional
development; furthermore, the study demonstrates
that comprehensive preventive strategies
—
rooted in
cognitive-behavioral therapy, digital literacy education,
structured offline socialization programs, and parental
as well as institutional intervention
—
are essential in
mitigating this syndrome’s progression by re
-
establishing
psychosocial
equilibrium,
fostering
identity integration, and promoting adaptive coping
mechanisms in an increasingly digitalized psychosocial
ecosystem.
DISCUSSION
In the contemporary discourse on digital psychology
and its sociocognitive implications, the phenomenon of
excessive immersion into virtual environments and the
emergence of the so-
called “Modern Mowgli
Syndrome” has incited considerable academic debate,
particularly in regard to its etiological foundations and
socio-psychological consequences. Within this evolving
intellectual landscape, divergent perspectives have
been articulated by leading international scholars such
as Sherry Turkle and Nicholas Carr, whose polemics
reflect the broader epistemological tensions between
technological
determinism
and
adaptive
neuroplasticity in the digital age. Sherry Turkle, a
prominent psychologist and sociologist at the
Massachusetts Institute of Technology, argues that
excessive reliance on virtual communication disrupts
authentic self-development, weakens interpersonal
empathy, and leads to a fragmented sense of identity,
especially among adolescents. In her seminal work
“Reclaiming Conversation: The Power of Talk in a
Digital Age”
[9], Turkle emphasizes that the absence of
embodied, face-to-face interaction engenders a
psychological state wherein individuals become
emotionally dislocated and socially estranged, unable
to navigate the nuances of human relationality.
According to Turkle, the digital realm acts not merely
as a tool but as an immersive environment that
reconstructs cognition and alters fundamental
emotional responses, thereby predisposing youth to
maladaptive patterns that are symptomatic of Modern
Mowgli Syndrome. She maintains that digital isolation
is not a passive consequence of technology, but a
structural transformation of human interaction,
warranting urgent intervention through educational
reform and digital minimalism strategies. In contrast,
Nicholas Carr, in his widely debated book “The
Shallows: What the Internet Is Doing to Our Brains”
[10], presents a more neurocognitive approach,
suggesting that digital immersion rewires neural
pathways, favoring surface-level engagement over
deep analytical thinking.
CONCLUSION
In summary, the present study has illuminated the
profound psychological implications of excessive
immersion in virtual environments, particularly as they
relate to the emergence of the “Modern Mowgli
Syndrome” —
a condition characterized by social
withdrawal, emotional detachment, fragmented
identity development, and diminished interpersonal
competence among youth. The synthesis of theoretical
perspectives and empirical findings underscores that
this syndrome is not merely a transient behavioral
deviation but a complex psychosocial phenomenon
deeply rooted in the structure of digital interaction and
the neurocognitive reshaping induced by constant
online engagement. Through an analytical examination
American Journal Of Social Sciences And Humanity Research
160
https://theusajournals.com/index.php/ajsshr
American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
of opposing scholarly viewpoints, notably those of
Sherry Turkle and Nicholas Carr, it becomes evident
that while digital technology offers unprecedented
access to information and connection, its unmoderated
use can erode core human capacities such as empathy,
introspection, and social integration.
REFERENCES
Таубаев Ж. Т., Мажитова А. Б. TENDENCY IN USE OF
EPONYMS BASED ON MODERN LITERARY NAMES
//«Абылай
хан
атындағы
ҚазХҚжәнеӘТУ
Хабаршысы Филология ғылымдары сериясы. –
2022.
–
Т. 65. –
№. 2.
Atxamjonovna B. D., Shоhbоzbek E. RESPUBLIKAMIZDA
MAKTABGACHA TA'LIMDA YOSHLARNING MA'NAVIY
DUNYOQARASHINI SHAKLLANTIRISH //Global Science
Review.
–
2025.
–
Т. 4. –
№. 5. –
С. 221
-228.
Steyn L., Barnard A. The coaching experience as identity
work: Reflective metaphors //SA Journal of Industrial
Psychology.
–
2024.
–
Т. 50. –
С. 2132.
Aminovna X. D. INTERNETGA QARAM SHAXSNING
IJTIMOIY-PSIXOLOGIK PORTRETI: NAZARIY ASOSLAR
//Modern education and development.
–
2025.
–
Т. 26.
–
№. 1. –
С. 261
-265.
Shohbozbek E. Renewal of the social sphere and stable
society system in the process of reforms //American
Journal Of Social Sciences And Humanity Research.
–
2024.
–
Т. 4. –
№. 09. –
С. 16
-20.
Diloram
M.,
Shоhbоzbek
E.
O’ZBEKISTONDA
YОSHLАRNING
MА’NАVIY
DUNYО
QАRАSHINI
RIVОJLАNТIRISHNING РEDАGОGIК АSОSLАRI //Global
Science Review.
–
2025.
–
Т. 4. –
№. 5. –
С. 207
-215.
Nasriddinova G. INTERNET TARMOG'LARINI O'SMIRLAR
TARBIYASIGA TA'SIRI //Universal xalqaro ilmiy jurnal.
–
2024.
–
Т. 1. –
№. 5. –
С. 103
-105.
Abdusattarovna O. X., Shоhbоzbek E. IJTIMOIY
FALSAFADA ZAMONAVIY PEDAGOGIK YONDASHUVLAR
ASOSIDA
SOGʻLOM
TURMUSH
TARZINI
SHAKLLANTIRISH //Global Science Review.
–
2025.
–
Т.
4.
–
№. 5. –
С. 175
-182.
Сосновцева М. С. The impact of socialization on the
psyche and development of children //СибАДИ. –
2020.
–
С. 364.
Nicholas Carr, in his widely debated book “The
Shallows: What the Internet Is Doing to Our Brains”
(W.W. Norton & Company, New York, 2010, 276 pages)
