Determination of Predictive Relationships between Problematic Smartphone use, Self-regulation, Academic Procrastination and Academic Stress through Modelling

Akinci, Tuncay

doi:10.29329/ijpe.2021.329.3

Cited by 16 publications

(17 citation statements)

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“…These results are consistent with the findings of previous studies that demonstrated a negative correlation between smartphone addiction and quality of life among university students [ 17 , 45 , 46 , 48 , 49 , 50 , 51 , 52 , 53 ]. These results are also consistent with the findings of studies that found that smartphone addiction could positively predict academic procrastination (e.g., [ 33 , 35 , 36 , 37 ] and quality of life (e.g., [ 54 ]).…”

Section: Discussionsupporting

confidence: 91%

“…Previous research has explored whether smartphone addiction could positively predict academic procrastination [ 33 , 34 , 35 , 36 , 37 ]. Akinci [ 33 ] reported that smartphone addiction is a significant positive predictor for academic procrastination. Students with problematic smartphone use were also expected to neglect and delay academic responsibilities.…”

Section: Introductionmentioning

confidence: 99%

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Smartphone Addiction among University Students in Light of the COVID-19 Pandemic: Prevalence, Relationship to Academic Procrastination, Quality of Life, Gender and Educational Stage

Albursan

Qudah

AlBarashdi

et al. 2022

IJERPH

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The current study aims to identify the level and proportions of smartphone addiction, and academic procrastination among university students in the light of the Corona pandemic; identify the differences in smartphone addiction, academic procrastination, and quality of life according to gender and stage of study; and revealing the predictive ability of academic procrastination and quality of life for smartphone addiction. Methods: 556 male and female students from Saudi universities participated in the study, whose ages ranged from 18 to 52 years. Measures of academic procrastination and quality of life were used, in addition to the Italian scale of smartphone addiction, which was translated and checked for validity and reliability. Results: The results revealed that 37.4% of the sample were addicted to smartphone use, while 7.7% had a high level of procrastination, and 62.8% had an average level of procrastination. The results did not show statistically significant differences in smartphone addiction and quality of life according to gender and educational stage, while there were statistically significant differences in academic procrastination according to gender in favor of males, and according to stage of education in favor of undergraduate students. The results also revealed a statistically significant positive relationship between academic procrastination and smartphone addiction, and a statistically significant negative relationship between smartphone addiction and quality of life. A negative relationship between quality of life and academic procrastination was found. The results also revealed that addiction to smartphones could be predicted through academic procrastination and quality of life.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Smartphone Addiction among University Students in Light of the COVID-19 Pandemic: Prevalence, Relationship to Academic Procrastination, Quality of Life, Gender and Educational Stage

Albursan

Qudah

AlBarashdi

et al. 2022

IJERPH

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“…A similar pattern of results was obtained in this study revealing that university students who had procrastination experience also had poor academic performance and poor psychological well-being. Moreover, a study conducted by Akinci (2021) on problematic smartphone use, SR, AP, and academic stress of 632 university students reported that AP negatively accounted for SR. Our study result is also consistent with the findings of Eissa and Khalifa (2020) and Saad (2020) who reported that SR learning and AP had a relationship.…”

Section: Discussionmentioning

confidence: 99%

“…Many studies reported that as governments legalized gambling and substance use as entertainment, they have become public health concerns, especially for the youth ( LaPlante et al, 2009 ; Afifi et al, 2010 ; Abbott, 2017 ; Binde et al, 2017 ; Calado et al, 2017 ; Oksanen et al, 2019 ; Substance Abuse and Mental Health Services Administration, 2019 ; Lelonek-Kuleta et al, 2020 ; Mazar et al, 2020 ). The availability of indoor pool games (IPG; Welte et al, 2009 ; Tariku et al, 2015 ; Mehari and Koye, 2019 ; Anyanwu et al, 2020 ), personal level factors (self-esteem, false perceptions, and drug abuse), social factors (peer influence and modeling), and environmental influences (availability of gambling places and advertisements) has a strong association with gambling ramifications, such as problematic emotional and mental well-being, fragile relationship pattern, economic instability such as indebtedness, loss of savings, and assets ( Tariku et al, 2015 ), and the wastage of time economy revealed in the form of AP for the student population ( Nordby et al, 2019 ; Akinci, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Indoor Pool Game and Substance Abuse as Trajectories to Students’ Academic Procrastination: The Mediation Role of Self-Regulation

Gita

Koya²,

Worku

2022

Front. Psychol.

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BackgroundOver the last decade, indoor pool games (IPGs) and substance abuse (SA) became a remarkable emerging addictive behavior among adolescent university students. With the failure of educational quality and retention of learners, boomerangs around the university local environment in line with the students’ learning culture were not considered in many countries including Ethiopia. Thus, this study aimed to examine the trajectory and contribution of an IPG and SA to students’ academic procrastination (AP) as determinants of quality education.MethodsA sequential explanatory mixed-methods design was employed. Self-reporting questionnaires, interview guides, and an observation checklist were used to collect data. All self-reporting items were adapted from previous scales. By using simple random sampling techniques, 237 undergraduate university students were selected for obtaining the quantitative data, and using purposive sampling, 12 interviewees were selected to collect the qualitative data. The SPSS AMOS version 25 was used to compute the multiple mediation path analysis. The Hayes PROCESS macro model was used. Furthermore, the thematic content analysis method was employed for the qualitative data.ResultsA direct path analysis was established between IPG, SA, and AP. The path analysis model indicated that IPG did not significantly predict AP. Moreover, SA significantly predicted AP. In addition, SR had a partial mediating effect on the relationship between IPG, SA, and AP.ConclusionThe study concluded that IPG and substances available around the university local environment found trajectories to students’ AP, which in turn affects the quality of education.

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“…Los criterios de inclusión fueron: a) se medían los constructos de uso problemático del smartphone y procrastinación, b) se presentaban coeficientes de correlación entre ambas medidas, c) escritos en español o inglés y d) los participantes debían ser estudiantes. De los 53 artículos seleccionados, 18 cumplieron estos criterios (Akinci, 2021;Ayadi et al, 2021;Cebi et al, 2019;Elhai et al, 2021;Hong et al, 2021;Li et al, 2020;Márquez-Hernández et al, 2020;Przepiorka et al, 2021;Qaisar et al, 2017;Rozgonjuk et al, 2018;Saad, 2020;Saad & Khalifa, 2020;Wang & Lei, 2019;Wang et al, 2019a;Wang et al, 2019b;Yang et al, 2019;Yang et al, 2020;Zhen et al, 2020). El diagrama de flujo muestra el proceso de búsqueda y selección de artículos (véase Figura 1).…”

Section: Criterios De Inclusiónunclassified

Uso problemático del smartphone y procrastinación en el ámbito académico: un meta-análisis

Hidalgo-Fuentes

2022

EJREP

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El uso problemático del smartphone se ha convertido en un problema a nivel global con amplias repercusiones en el ámbito educativo. El presente meta-análisis estudia la relación entre el uso problemático del smartphone y la procrastinación en estudiantes. La búsqueda bibliográfica se realizó en las bases de datos Web of Science, PsycInfo y Scopus, obteniendo un total de 18 artículos que cumplían los criterios de inclusión con una muestra total de 8,679 participantes. Los resultados confirman una relación positiva de intensidad moderada entre el uso problemático del smartphone y la procrastinación en estudiantes (Zr = 0.40). Los posibles efectos moderadores del sexo, la edad y el nivel educativo de los participantes fueron analizados. Se indica la necesidad de implantar programas para prevenir el uso problemático del smartphone en estudiantes y de continuar investigando la relación entre las dos variables, especialmente mediante estudios de tipo longitudinal.

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Determination of Predictive Relationships between Problematic Smartphone use, Self-regulation, Academic Procrastination and Academic Stress through Modelling

Cited by 16 publications

References 0 publications

Smartphone Addiction among University Students in Light of the COVID-19 Pandemic: Prevalence, Relationship to Academic Procrastination, Quality of Life, Gender and Educational Stage

Smartphone Addiction among University Students in Light of the COVID-19 Pandemic: Prevalence, Relationship to Academic Procrastination, Quality of Life, Gender and Educational Stage

Indoor Pool Game and Substance Abuse as Trajectories to Students’ Academic Procrastination: The Mediation Role of Self-Regulation

Uso problemático del smartphone y procrastinación en el ámbito académico: un meta-análisis

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