2019
DOI: 10.1111/kykl.12214
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Smartphone Use and Academic Performance: Correlation or Causal Relationship?

Abstract: SUMMARY After a decade of correlational research, this study attempts to measure the causal impact of (general) smartphone use on educational performance. To this end, we merge survey data on general smartphone use, exogenous predictors of this use, and other drivers of academic success with the exam scores of first‐year students at two Belgian universities. The resulting data are analysed with instrumental variable estimation techniques. A one‐standard‐deviation increase in daily smartphone use yields a decre… Show more

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Cited by 54 publications
(56 citation statements)
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References 41 publications
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“…Most students use their smartphones primarily for leisure rather than for school or work purposes (Lepp et al, 2013). Hence, previous research suggests a negative association between the total amount of smartphone-use and academic performance (Baert et al, 2020;Lepp et al, 2015). For instance, students' self-reported estimate of the total amount of time spent on the smartphone was negatively associated with their actual college GPA (Lepp et al, 2015).…”
Section: Amount Of Smartphone-usementioning
confidence: 99%
“…Most students use their smartphones primarily for leisure rather than for school or work purposes (Lepp et al, 2013). Hence, previous research suggests a negative association between the total amount of smartphone-use and academic performance (Baert et al, 2020;Lepp et al, 2015). For instance, students' self-reported estimate of the total amount of time spent on the smartphone was negatively associated with their actual college GPA (Lepp et al, 2015).…”
Section: Amount Of Smartphone-usementioning
confidence: 99%
“…In the academic setting, numerous studies have reported small to moderate negative associations between multitasking with mobile devices and various aspects of academic performance ( Kuznekoff and Titsworth, 2013 ; Lepp et al, 2014 ; Chen and Yan, 2016 ; Dempsey et al, 2019 ; Baert et al, 2020 ). For example, one small classroom study by Bowman et al (2010) reported that students who instant messaged (IM) while reading a passage took significantly longer to read the text, even after accounting for the time actually spent IMing.…”
Section: Technology and Cognitive Outcomes: Exploring The Literaturementioning
confidence: 99%
“…Second, with respect their exogeneity, we present overidentification tests [12]. Besides these empirical tests, in line with Baert et al [13], we present a robustness check in which alternative combinations of instruments are used to show that our identification does not hinge on a particular set of instruments.…”
Section: Methodsmentioning
confidence: 77%