The present study investigates the roles of smartphone usage, self-regulation, general self-efficacy and cyberloafing in smartphone addiction. We conducted an online survey which received responses from 598 participants attending a public university in Ankara, Turkey. The results showed that both the duration of smartphone usage and cyberloafing positively affected smartphone addiction. The effect of self-regulation on smartphone addiction was negative and significant. In addition, neither self-regulation nor general self-efficacy had an effect on cyberloafing. Research results are discussed within the context of the effect of smartphone addiction on learning environments and individuals.

Purpose: The purpose of the study is to investigate the relationship between technology usage and Smartphone addiction according to certain variables. Method: In this study, which was conducted with the purpose of determining the opinions of preservice teachers, a scanning model was employed. The sample of the study consists of 714 preservice teachers who studied at the Atatürk Education Faculty of Near East University, who were selected based on a random sampling method. In the study, a demographic information form prepared by the researchers was used in order to obtain the required data. The preservice teachers who participated in the study voluntarily were asked to provide information on their demographic features such as age and gender, period of using social networking sites, daily usage habits of smartphones, daily average time spent on social networking sites, average time spent using technological devices and their reasons for using smartphones. The Smartphone Addiction Scal...

The study examined self-regulation of smart phone addiction among undergraduate students in the University of Lagos. The study involved a cross sectional survey of 248 undergraduates, 132 females and 116 male students. A paper and pencil self-report questionnaire which included questions on participants’ demographics and two standardized psychological instruments namely Self-Regulation Questionnaire developed by Kanfer (1970) and the Smart Phone Addiction Scale (SPAS) by Young and Leung, (2008) was used to gather data. The result established a statistically significant relationship between self-regulation and smart phone addiction (r=0.265, p=0.000, p<0.01, 2 tailed). The finding also showed that there was no statistically significant difference between female and male students to smart phone addiction t(246) = -0.647, P>0.05; this implies that neither the male or female respondents reported a higher level smart phone addiction. The study concluded that self-regulation influenc...

With the increase in smartphone use, smartphone addiction has gained immense popularity and there has been a lot of research into smartphone addiction. Nonetheless, research examining the complex relationships between cyberloafing and smartphone addiction is still insufficient. Thus, the present study aims to establish the mediating role of fear of missing out, which is a cognitive and emotional process, in the effect of university students’ level of cyberloafing upon their smartphone addiction level. The study group of the research is represented by 338 students receiving formation training in the faculty of education, at a state university. For the purpose of data collection, the Smartphone Addiction Scale - Short version, the Cyberloafing Scale, and the Fear of Missing Out Scale were used. The model was tested using structural equation modeling and bootstrapping. Structural equation modeling results provide evidence of indirect effects of cyberloafing on smartphone addiction partial mediated by fear of missing out. According to the Bootstrapping method, fear of missing out has an indirectly significant role in the relationship between cyberloafing and smartphone addiction. The findings emphasized the role of fear of missing out in explaining the relationship between cyberloafing and smartphone addiction. The study concludes by discussing relevant conclusions in the literature, and putting forth several recommendations based on these conclusions.

The widespread of smartphones usage have increased the convenience of accessing information and knowledge sharing for higher learning students. University’s students are exposed with the multi channels of knowledge from various sources primarily from online learning’s resources. The study examines smartphone habit, internet literacy, and mobile learning in relation to self-efficacy. Self-efficacy refers to the internal forces of a student’s belief in the abilities in utilizing smartphone as educational aid in the context of mobile learning. This study deploys a quantitative approach in assessing the relationship between self-efficacy, internet literacy and smartphone’s habits for of university students. Understanding student self-efficacy is important factor to deliver an effective ways in supporting mobile learning activities. In addition to documenting the findings of self-efficacy and mobile learning, the research also represents a model of internal and external factors that affe...

Smartphone is the most wanted gadget of this era and smartphone addiction is the association with its use. This research aims to find the role of craving, social relationships, and overuse of smartphone as determinants of smartphone addiction and its influence on students’ academic performance. This study uses purposive sampling (nonprobability) technique and survey method was adopted. The data was collected through online questionnaire via Google Forms from 300 students of Bachelor of Education (hons.) studying in the Department of Teacher Education, Shah Abdul Latif University, Khairpur Mirs’. For hypotheses testing, structural equation modeling was used. The findings indicated that social relationships and over usage of smartphone were positively affecting smartphone addiction whereas craving to use the smartphone was proved insignificant in creating smartphone addiction, further, it was found that the created smartphone addiction among students was positively and significantly affecting their academic performance. This study recommends that the use of smartphones must be encouraged in teaching learning for students’ effective academic performance.

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