Influence of Gender and Marital Status on Mobile Phone Addictive Behaviours of Students Exposed to Cognitive and Behavioural Therapies 1. Introduction Mobile technology is evolving at a very fast rate and globally, there has been tremendous growth in the use of mobile phones. The mobile phone also known as the cell phone is a portable device that can be used to communicate among others over a wide area, without a physical connection to a network. They have become a necessity and popular for many people throughout the world. They are seen to be powerful and versatile tools to the extent that, for many of us, we feel indispensable when they are not physically attached to us. Many aspects of our everyday lifestyle have been touched and transformed with the use of this device due to its numerous functionalities. For example, on the Ghanaian University campuses, students are not restricted to the use of mobile phones. They are actively engaged in using their mobile phones for a variety of purposes such ascending messages, receiving calls, taking snapshots and selfies, among others. They are always preoccupied in the mobile phone realms. The multifunctional nature of the device has attracted the attention of both the young and the old and it is very rare to see them not clinging to mobile phones in public places. Students of different ages, economic status, and sex now own and use mobile phones. It is particularly observed that cell phone use is rapidly becoming integrated into their daily lives. They frequently take delight in searching for technological updates in communication technology. Bhutia and Tariang (2016), for example, observed that mobile phones are commonly patronised by college students. Mobile phone, which can be described as one of the fastest-growing communication technologies, is more prevalent among students. Mobile phones have allowed a lot of students to become accessible to each other frequently and in more places. A study by Balakrishnan and Raj (2012) found that mobile phones are popular among students onuniversity campuses. The usage promotes togetherness, sharing of security information in times of danger. Cell phones aid students in managing their academic exercises, such as organizing assignments and finding course information, with ease (Tossell, Kortum, Shepard, Rahmati, & Zhong, 2015). Although cell phones immensely contribute towards students' academic effort, they could be harmful depending on the extent of use. Many students are cultivating the habit of mobile phone dependency which appears to hurt their academic work. Findings of a study by Goswami and Singh (2016), showed that mobile phones can impair students' learning. A study by Liu (2017) revealed that mobile phone dependency can lead to psychosocial and personal challenges that affect the individual's wellbeing. Other studies confirm the harmful effects mobile phones have on physical, clinical

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Mobile phone technology has gradually become a part of higher educational experience, and almost every member of the university community uses or owns a mobile phone to communicate with others. Despite the many benefits that mobile phone accrues, the excessive use of them has resulted in the problem of mobile addiction. This study examined the effects of cognitive therapy and behavioral therapy in dealing with mobile phone addiction among students. The study employed the quasi-experimental (non-equivalent) research design, with a pre-test-post-test control group. Using the stratified sampling technique, sixty participants were selected for the study. An adapted test of mobile phone dependence with McDonald’s omega coefficient reliability estimates of .82 was used for data collection for both the pre- and post-test. The hypotheses were tested using a three-way analysis of covariance. Evidence from this study was that, neither cognitive therapy nor behavioral therapy was efficacious in reducing addiction to mobile phone calls among university students. It was also found that neither gender nor age moderated the effects of cognitive therapy and behavioral therapy. It was recommended that counsellors should consider other psychological therapies to reduce mobile phone call addiction.

Gambling is a well-known activity in most nations. Problem gambling as an index of gambling refers to the adverse effects on the gambler, on other individuals, his/her social life or even on the community as a result of the individual’s excessive gambling behaviour. Hence, problem gambling refers to all the harmful behaviours resulting from constant gambling. The purpose of this study was to investigate problem gambling severity and its relationship with the dimensions of study habits of students’ sport bettors in the University of Cape Coast. Descriptive survey design was adopted for the study. A population of 4,172 of level 400 students from four colleges of the university of Cape Coast were used for the study. Using the Krejcie and Morgan table, a fair representation of a population of 4,172 is 351. The researchers further used disproportionate stratified sampling technique to draw from each college the number required for the study. The PGSI items and Essuman Study Habit Inventory recorded Cronbach alpha of .76 and .97 respectively. The ordinal logistic regression was used to determine whether problem gambling severity had any relationship with any of the dimensions of study habits. The findings showed that the dimensions of study habit has a predictive relationship on gambler sub-type. It was recommended among other things that a proposed ‘Gaming Research Unit’ under the auspices of the Department of Education and Psychology should ensure the screening of students who are low risk, moderate-risk or problem gambler and with difficulties in their study habit should be referred for guidance and counselling.

The study sought to examine the effects of cognitive and behavioural therapies on student's internet surfing behaviour and text messaging behaviour at the University of Cape Coast. The sample comprised 60 undergraduate regular students from three Colleges in the