Problematic smartphone use and academic achievement: A systematic review and meta-analysis
Paterna A, Alcaraz-Ibáñez M, Aguilar-Parra JM, Salavera C, Demetrovics Z, Griffiths MD
Journal of behavioral addictions · 41 citations
How it was studied
- Design
- Meta-analysis (indexed by PubMed)
- Studied in
- People
- Main outcome
- Health markers and function
Who paid for it
- Funding
- Independent funding
- Government
- Ministerio de Universidades
- Government
- Hungarian National Research, Development and Innovation Office
- Grants
- Ministerio de Universidades (UAL RRA202101)
Based on 2 listed funder(s).
Publication
- Published
- 2024-04-26 · J Behav Addict · vol. 13 · issue 2 · pp. 313–326
- Publisher
- Akadémiai Kiadó
- Cited
- 77 citations · more than 99% of similar papers · 9.5× the field average
- Impact
- Top 10% most cited in its field
- References
- 120 works
- Access
- Open access (journal) · CC-BY-NC
- Research areas
- Impact of Technology on Adolescents · Child Development and Digital Technology · Perfectionism, Procrastination, Anxiety Studies
- Keywords
- smartphone addiction, academic performance, students, primary and secondary school students, effect size, publication bias
- MeSH
- humans, students, child, smartphone, academic success, internet addiction disorder
6 authors
From ES, HU, AU, GB
- Adrián PaternaUniversity of Almería
- Manuel Alcaraz‐IbáñezUniversity of Almería
- José M. Aguilar-ParraUniversity of Almería
- Carlos SalaveraUniversidad de Zaragoza
- Zsolt DemetrovicsEötvös Loránd University; Flinders University; University of Gibraltar
- Mark D. GriffithsNottingham Trent University
Abstract
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.
Abstract via Europe PMC. Copyright remains with the authors or publisher (CC BY-NC).
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