TY - JOUR
T1 - Problematic smartphone use and academic achievement
T2 - A systematic review and meta-analysis
AU - Paterna, Adrian
AU - Alcaraz-Ibáñez, Manuel
AU - Aguilar-Parra, Jose M
AU - Salavera, Carlos
AU - Demetrovics, Zsolt
AU - Griffiths, Mark D
PY - 2024/6
Y1 - 2024/6
N2 - Background and aims: The present study aimed to synthesize existing quantitative evidence on the relationship between problematic smartphone use (PSU) and academic achievement with a focus on quantifying its magnitude and examining its potential moderators. Methods: Eligible studies were searched for up to February 10, 2023 in six different databases (i.e., MEDLINE, Current Contents Connect, PsycINFO, Web of Science, SciELO, and Dissertations & Theses Global). Studies were considered eligible if they provided information derived from self-report instruments that allowed statistical calculation of the relationship between PSU and academic achievement. Pooled effect sizes (r) were computed using a random-effects model. Meta-regressions were conducted to test the influence of study-level moderators on the relationship of interest. Influence analyses and a three-parameter selection model (3PSM) were conducted to examine the robustness of the results and publication bias, respectively. Results: A total of 33 effect sizes from 29 studies (n = 48,490) were retrieved. Results showed a small effect size (r = -0.110), which tended to be larger in samples consisting of students from elementary and middle schools. Discussion and Conclusions: Findings from the present study contribute to the understanding of a potential determinant of decreased academic achievement by providing evidence that PSU may be one of them.
AB - Background and aims: The present study aimed to synthesize existing quantitative evidence on the relationship between problematic smartphone use (PSU) and academic achievement with a focus on quantifying its magnitude and examining its potential moderators. Methods: Eligible studies were searched for up to February 10, 2023 in six different databases (i.e., MEDLINE, Current Contents Connect, PsycINFO, Web of Science, SciELO, and Dissertations & Theses Global). Studies were considered eligible if they provided information derived from self-report instruments that allowed statistical calculation of the relationship between PSU and academic achievement. Pooled effect sizes (r) were computed using a random-effects model. Meta-regressions were conducted to test the influence of study-level moderators on the relationship of interest. Influence analyses and a three-parameter selection model (3PSM) were conducted to examine the robustness of the results and publication bias, respectively. Results: A total of 33 effect sizes from 29 studies (n = 48,490) were retrieved. Results showed a small effect size (r = -0.110), which tended to be larger in samples consisting of students from elementary and middle schools. Discussion and Conclusions: Findings from the present study contribute to the understanding of a potential determinant of decreased academic achievement by providing evidence that PSU may be one of them.
KW - human-computer interface
KW - media in education
KW - problematic smartphone use; smartphone dependence
KW - smartphone addiction
UR - http://www.scopus.com/inward/record.url?scp=85198001215&partnerID=8YFLogxK
U2 - 10.1556/2006.2024.00014
DO - 10.1556/2006.2024.00014
M3 - Review article
C2 - 38669081
AN - SCOPUS:85198001215
SN - 2063-5303
VL - 13
SP - 313
EP - 326
JO - Journal of Behavioral Addictions
JF - Journal of Behavioral Addictions
IS - 2
ER -