Smartphone Addiction and Academic Performance among Adolescents

Abstract

Smartphones have become an integral part of adolescent life, providing opportunities for education, communication, entertainment, and social interaction. However, excessive and poorly regulated smartphone use may interfere with students’ academic functioning. The present study examined the relationship between smartphone addiction and academic performance among adolescents and investigated the predictive contribution of different dimensions of smartphone addiction. A cross-sectional correlational research design was employed with a sample of 394 adolescents aged 11–18 years selected from schools in Saran and Siwan districts of Bihar, India. Smartphone addiction was assessed using the Smartphone Addiction Scale (SAS), consisting of six dimensions: Daily Life Disturbance, Positive Anticipation, Withdrawal, Cyberspace-Oriented Relationship, Overuse, and Tolerance. Academic performance was assessed using the Academic Performance Scale (APS). Pearson’s product-moment correlation and multiple regression analyses were used to examine the relationships among the variables. The findings showed a significant negative relationship between smartphone addiction and academic performance (r = −.578, p < .001). Multiple regression analysis further indicated that the six dimensions of smartphone addiction collectively explained 33.6% of the variance in academic performance. Daily Life Disturbance, Withdrawal, Cyberspace-Oriented Relationship, Overuse, and Tolerance emerged as significant negative predictors, whereas Positive Anticipation did not make a significant independent contribution. The findings suggest that problematic smartphone use is meaningfully associated with poorer academic functioning among adolescents. The study highlights the importance of promoting balanced smartphone use, self-regulation, and healthy study routines among school-going adolescents.