Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement

Abstract

As smartphones are emerging as a common device for adolescent, prior studies have provided theoretical and empirical evidence for the factors affecting adolescent smartphone use. However, mainstream research has tended to focus on the negative effects of smartphone. Even though smartphone use can have adverse outcomes, it may also allow students to engage in flexible mobile learning, gain access to important information about their possible future careers and achieve their personal goals. To fill this gap in adolescent smartphone usage, this study explored the smartphone usage patterns of adolescent subpopulations and the associations with their self-control, achievement goals, and academic achievements. Data were collected from 2341 s-year high school students as part of a larger longitudinal panel study. Three distinct smartphone usage profiles were identified in the latent profile analysis: learning, recreational use, and minimal use. Respondents with high perseverance were assigned to the learning group, and respondents with lower compliance and perseverance were assigned to the recreational group. The achievement goal score was found to be the highest in the learning group and lowest in the recreational group. Academic achievement was found to be higher in both the learning and minimal use groups than the recreational use group. Based on these findings, the implications of this study for research and practice are discussed.

Profiling low-proficiency science students in the Philippines using machine learning

“…Previous studies have documented how ICT availability and use positively predicted student achievement (Hu et al, 2018 ; Petko et al, 2017 ; Yoon and Yun, 2023 ), and similar results were also found in Filipino students’ achievement in reading (Bernardo et al, 2021 ), mathematics (Bernardo et al, 2022 ), and now in science. Together with improving access to the internet, there should be an effort to train teachers and students how to more effectively use the internet to deepen their learning of science concepts and processes, and in ways that adapt to students’ diverse abilities, interests, motivations, and circumstances (Yang et al, 2019 ).…”

“…One factor that may be increasingly important in identifying poor science achievers is access to ICT devices with internet access. Studies on Filipino students; PISA achievement in reading (Bernardo et al, 2021 ) and mathematics (Bernardo et al, 2022 ) also found the same factor as a predictor of achievement, consistent with much of the research in other countries (Hu et al, 2018 ; Petko et al, 2017 ; Yoon and Yun, 2023 ; but see Bulut and Cutumisu, 2018 ). Presumably, access to the internet outside the school environment has become an important resource for learning science; perhaps not just for accessing relevant scientific knowledge available online but also as a means of communicating with classmates for information sharing, collaboration in learning activities, and supporting each other’s motivations and engagement in science learning.…”

“…Another variable related to SES is the students’ access to information and communication technologies (ICT) at home, particularly ICT with access to the Internet. ICT availability and use positively predicted performance in various PISA assessments (Hu et al, 2018 ; Petko et al, 2017 ; Yoon and Yun, 2023 ). We also note that studies indicate SES seems to be associated with some student-level factors.…”

Smartphone Use Type, Fear of Missing Out, Social Support, and Smartphone Screen Time Among Adolescents in Korea: Interactive Effects

“…Adolescents in various stressful situations can relieve their inner tensions by enjoying entertainment content such as social media/game through their smartphones so that their psychological and physical stress can be mitigated. However, long hours of smartphone use can cause problematic smartphone use, eventually leading to lower academic achievements ( 22 , 42 , 43 ). Therefore, counsellors, educators, and school healthcare managers should understand the purpose of smartphone use among adolescents and devise education and various strategies to help them properly enjoy such content.…”

Factors Associated with Smartphone Addiction Tendency in Korean Adolescents

“…), 32.9% on academic activities, and 25.8% on communication (messengers, Social Media, e-mails) [ 1 , 5 ]. Although smartphone use for recreational activities and communication may temporarily reduce academic stress, it is also associated with low academic accomplishments and smartphone addiction tendency [ 5 , 49 , 50 ]. As academic stress is inevitable in the educational environment in Korea, it will be the number one task to minimize its negative impact by effectively responding to such stress to prevent smartphone addiction.…”