Relationships among smartphone addiction, stress, academic performance, and satisfaction with life

Samaha, Maya; Hawi, Nazir S.

doi:10.1016/j.chb.2015.12.045

Cited by 881 publications

(647 citation statements)

References 46 publications

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“…Thomée, Härenstam, and Hagberg (2011) stated that people who use or check their smartphones extensively during the day can experience sleeping disorders, stress, anxiety, and a decrease in academic performance, as well as not feeling well and a reduction in their physical activities. Samaha and Hawi (2016) also revealed a positive relationship between smartphone addiction and stress levels. However, there are also contradictive studies claiming a negative relationship between mobile phone usage and students' academic performance (Judd, 2014;Karpinski et al, 2013;Rosen, Carrier, & Cheever, 2013;Samaha & Hawi, 2016;Wentworth & Middleton, 2014;Kibona & Mgaya, 2015).…”

Section: Introductionmentioning

confidence: 98%

The Relationship between Levels of Nomophobia Prevalence and Internet Addiction among High School Students: the factors influencing Nomophobia

Gezgin

Çakır

Yıldırım

2018

International Journal of Research in Education and Science

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The purpose of this study is to investigate the relationship between nomophobia levels of high school students and their Internet Addiction. This study also investigates the factors including duration of smartphone and mobile Internet use that trigger and create this phenomenon. In order to explore the prevalence of nomophobia among high school students, the survey model was adopted in this study. As part of this survey, 929 high school students were randomly selected among 9th to 12th graders from Turkish high schools in different socioeconomic areas of Afyon, Ankara, and Mardin provinces. In the data collection process, a demographics questionnaire was employed, as well as a nomophobia scale and Internet addiction scale. According to the results, the nomophobia levels of high school students were found to be slightly above average. Pertaining to gender differences, female students have a higher tendency to exhibit nomophobic behaviors compared to male students. Additionally, students' grade levels (which could also be considered as age) has no effect on the prevalence of nomophobia. Considering the duration of smartphone ownership, it was found that the longer the duration of smartphone usage, the higher the risk of exhibiting nomophobic behaviors. Finally, the results indicated that the higher the level of student Internet addiction, the more nomophobic behaviors they tend to exhibit.

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Section: Introductionmentioning

confidence: 98%

The Relationship between Levels of Nomophobia Prevalence and Internet Addiction among High School Students: the factors influencing Nomophobia

Gezgin

Çakır

Yıldırım

2018

International Journal of Research in Education and Science

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“…Elsa (#2) and Jennifer (#3) even described themselves as to some degree addicted to their mobile phones, and being without the mobile phone was not an option. Addiction to mobile phones has also been reflected in research (Samaha and Hawi 2016). From the infrastructural perspective, this addiction like condition following in the deprivation of the mobile phone can be understood as a breakdown in the infrastructure that they depend on.…”

Section: The Role Of the Mobile Phone In Students' Livesmentioning

confidence: 99%

“It must not disturb, it’s as simple as that”: Students’ voices on mobile phones in the infrastructure for learning in Swedish upper secondary school

et al. 2017

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Drawing from a survey and focus group interviews, this study explores how Swedish upper secondary students reason about the usage of their personal mobile phones in school. As a contribution to the debate around the mobile phone's role in school, we present the students' own voices relative to the question of regulating mobile phone use. We use the notion of infrastructure for learning (Guribye and Lindström 2009) to analytically approach the social and technological dimensions of the students' narratives on their use of mobile phones in school practice. The students' narratives present an intricate account of students' awareness and concern of the implications of mobile phone presence in school. The students describe that the mobile phone is both a tool that facilitates their school work and a distraction that the teachers pursue. In school, the students are balancing their mobile phone usage with the teachers' arbitrary enforcement of policy. Despite this process, the mobile phone is becoming a resource in the students' infrastructure for learning. The findings from this study add to the limited body of research on the use of mobile phone in upper secondary school from a student perspective.

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“…Additionally, the smartphone addiction proneness scales devised in different cultures show similar components and have been replicated both in Asian (Ching et al, 2015;Kim, Lee, Lee, Nam, & Chung, 2014;Lin et al, 2014) and Western (Haug et al, 2015;Lopez-Fernandez, 2015) cultural settings. Furthermore, the literature on smartphone addiction and its relationship with mental health, academic outcomes, and other behavioural and psychological characteristics, such as personality traits, is expanding (e.g., Bian & Leung, 2015;Enez Darcin et al, 2016;Samaha & Hawi, 2016;Yu & Son, 2016). This means it would be reasonable to continue the research on smartphone addiction proneness as the influence of these technologies and relationships with human behaviour and other outcomes is relatively unknown.…”

Section: Introductionmentioning

confidence: 99%

Developing a shorter version of the Estonian Smartphone Addiction Proneness Scale (E-SAPS18)

Rozgonjuk¹,

Rosenvald²,

Janno³

et al. 2016

Cyberpsychology

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The aim of this paper is to develop a shorter version of the Estonian Smartphone Addiction Proneness Scale based on previous works (e.g., Ching et al., 2015; Kwon, Lee, et al., 2013;Rozgonjuk, Rosenvald, & Täht, 2016). Seven hundred and sixty-seven people participated in the study (M age = 26.10 ± 6.73 years; 22% male), for which they completed the Smartphone Addiction Scale (E-SAS-33;Rozgonjuk, Rosenvald, & Täht, 2016) Young, 1998), and the Visual Analogue Scale (VAS; Kwon, Lee, et al., 2013) ("tolerance", "positive anticipation", "cyberspace-oriented relationships", "withdrawal", and "physical symptoms" ) , the Estonian Internet Addiction Test (E-IAT; based on . Exploratory factor analysis (maximum likelihood with geomin rotation) and confirmatory factor analysis (parameter estimation: maximum likelihood), an internal-consistency test, t-tests for mean comparisons, correlation analysis and experts' opinions were used to shorten the E-SAS-33 and validate a new version of the scale. The results of the analyses showed that the 18-item test with five subscales

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Relationships among smartphone addiction, stress, academic performance, and satisfaction with life

Cited by 881 publications

References 46 publications

The Relationship between Levels of Nomophobia Prevalence and Internet Addiction among High School Students: the factors influencing Nomophobia

The Relationship between Levels of Nomophobia Prevalence and Internet Addiction among High School Students: the factors influencing Nomophobia

“It must not disturb, it’s as simple as that”: Students’ voices on mobile phones in the infrastructure for learning in Swedish upper secondary school

Developing a shorter version of the Estonian Smartphone Addiction Proneness Scale (E-SAPS18)

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