Self-Regulated Learning and Academic Procrastination as Predictors of Smartphone Addiction among Second Year-Middle School Learning Disabled Students
Keywords:
Self-Regulated Learning, Academic Procrastination, Smartphone Addiction, Second Year- Middle School Learning Disabled Students
Abstract
This study aimed to investigate the combined effects of Self-Regulated Learning (SRL) and Academic Procrastination (AP) on Smartphone Addiction (SA). It also aimed at investigating the relative contribution of SRL and academic procrastination to SA among second year- middle school learning disabled students. Moreover, it sought to explore if there were correlations between and among SRL and AP on SA. Quantitative survey research was employed. 68 students from the four schools were selected. The results revealed that there were correlations between and among SRL, AP and SA. Both SRL and AP contributed to the prediction of SA. AP is a more potential predictor than SRL. The results raise our awareness of the negative impact of SA upon students as students who are supposed to be of no risk for SA could use high SRL strategies. Additionally, students who are used to using smartphone excessively are rarely able to attain high academic achievement, and may delay doing their assigned homework.
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References
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Adeniyi, A.(2019). The impact of procrastination on students academic performance in secondary schools. International Journal of Sociology and Anthropology Research, 5 (1)17-22.
Al Said, A. (2014). The Effect of Metacognitive Strategy Training on Student Mathematical Problem Solving Process and Contemplative Thinking Skills in Primary School Children with Learning Disabilities. International Journal of Psycho- Educational Sciences, 3 (2), 3- 11.
American Psychiatric Association. (2013). Internet Gaming Disorder. American Psychiatric Association DSM-V Development. Retrieved August 30, 2016, from http://www.dsm5.org/Documents/Internet%20Gaming%20Disorder%20Fact%20Sheet.pdf
Ayça, Ç., İlknur, R & Tuğba, T. (2019). The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. Addicta: The Turkish Journal on Addictions, 6, 447–468.. http://dx.doi.org/10.15805/addicta.2019.6.3.0082
Bogoan, K. Seok-won, L. Hwajung, H. & Kyungsik,H. ( 2019). Automated Time Manager: Effectiveness of Self-Regulation on Time Management Through a Smartphone Application. IEEE Access PP (99):1-1. DOI: 10.1109/ACCESS.2019.2926743.
Csibi, S., Demetrovics, Z., & Szabo, A. (2016). Hungarian adaptation and psychometric characteristics of Brief Addiction to Smartphone Scale (BASS). Psychiatria Hungarica, 31(1), 71–77.
Fathi A. & Mourad A. (2015). Academic Procrastination and Five Factor Personality Traits among College Students. International Journal of Psycho- Educational Sciences, 4(2), 10-15.
Gökçearslan,Ş., Mumcu, F. K., Haşlaman, T., & Çevik, Y. D. (2016). Modelling smartphone addiction: The role of smartphone usage, self-regulation, general self-efficacy and cyberloafing in university students. Computers in Human Behavior, 63, 639–649.
Heather W., Tae-Hoon K., Lauren K. & Ivanka B. (2019). Smartphone use and study behavior: A Korean and Australian comparison. Heliyon. 5(7): e02158.
Hesham H. &Rasha, M. (2014). Effectiveness of Differentiated Instruction on Achievement in Mathematics of Middle School Students with Learning Disabilities. International Journal of Psycho-Educational Sciences 3(1),29-34.
Ifeanyi, I. P., & Chukwuere, J. E. (2018). The impact of using smartphones on the academic performance of undergraduate students. Knowledge Management & E-Learning, 10(3), 290–308.
Khang, H., Kim, J.K., & Kim Y. (2013). Self-traits and motivations as antecedents of digital media flow and addiction: The Internet, mobile phones, and video games. Computer in Human Behaviour, 29, 2416–2424. https://doi.org/10.1016/j.chb.2013.05.027
Kim, A., Tak, H., & Lee, C. (2010). The development and validation of a learning flow scale for adults. Educational Psychology Research, 39-59.
Kuss, D.J., Rooij, A.J.v., Shorter, G.W., Griffiths, M.D., Mheen, D.vd., (2013). Internet addiction in adolescents: Prevalence ad risk factors. Computers in Human Behavior, 29, 1987–1996. doi:10.1016/j.chb.2013.04.002
Lee, J., Cho, B., Kim, Y., & Noh, J. (2015). Smartphone addiction in university students and its implication for learning. In Emerging issues in smart learning. (pp. 297–305). Berlin, Heidelberg: Springer.
Lopez-Fernandez, O. (2017). Short version of the smartphone addiction scale adapted to Spanish and French: towards a cross-cultural research in problematic mobile phone use. Addictive Behaviors, 64, 275–280. https://doi.org/10.1016/j.addbeh.2015.11.013.
Mahapatra, S. (2019). Smartphone addiction and associated consequences: Role of loneliness and self-regulation. Behaviour & Information Technology, 38(8), 833-844.
http://dx.doi.org/10.1080/0144929X.2018.1560499
Fuentes, M., García-Ros, R., Perez-González, F. & Sancerni, D. (2019). Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents. Int. J. Environ. Res. Public Health, 16, 2778; doi:10.3390/ijerph16152778.
Mohammed, A. (2014). The Effect of Differentiating Instruction using Multiple Intelligences on Improving Reading Comprehension of 5th Graders with Learning Disabilities. International Journal of Psycho- Educational Sciences, 3 (2), 12- 20.
Mourad A. (2012). The Effects of Advance Graphic Organizers Strategy Intervention on Academic Achievement, Self Efficacy, and Motivation to Learn Social Studies in Learning Disabled Second Year Prep Students. International Journal of Psycho-Educational Sciences, 1(1),13-26
Mourad A. (2015). The Effectiveness of a SelfRegulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities. International Journal of Psycho-Educational Sciences 4(3),49-59.
Mourad A. (2018). Issues related to identification of children with specific learning disorders(SLDs): insights into DSM-5. International Journal of Psycho-Educational Sciences, 7 (1), 106-111.
Mourad, A. & Amaal, M. (2013). The Effects of Differentiated Instruction by Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement In, and Attitudes Towards Math in Six Graders with Learning Disabilities in Cooperative Groups . International Journal of Psycho-Educational Sciences 2(2),31-43.
Niu, G.F., Sun, X.J., Subrahmanyam, K., Kong, F.C., Tian, Y., Zhou, Z.K. (2016). Cue-induced craving for Internet among Internet addicts. Addictive Behaviors, 62, 1–5. http://dx.doi.org/10.1016/j.addbeh.2016.06.012
Odaci, H. (2011). Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students. Computers & Education, 57(1), 1109–1113.
Omema, M. (2015). The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities. International Journal of Psycho-Educational Sciences 4(2),39-45.
Penjira, K., Felicito, F., Ruangrit, R. & Penjuree, K. (2016). An empirical study on the impact of self-regulation and compulsivity towards smartphone addiction of university students. 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016).
Sabita, M. (2019). Smartphone addiction and associated consequences: role of loneliness and self-regulation. Behaviour and Information Technology. DOI: 10.1080/0144929X.2018.1560499
Serkan D. & Ece, E. (2018). Investigation of Smartphone Addiction Among University Students in Terms of Academic Achievement, Academic Procrastination, Smartphone Usage Behaviors and Some Demographic Variables. Conference: 27th International Congress on Educational Sciences At: Antalya/Turkey
Sha, L., Looi, C., Chen, W., & Zhang, B. (2012). Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28, 366-378. https://doi.org/10.1111/j.1365-2729.2011.00461.x
Simanjuntak, E. (2017). First Year Challenge: The Role of Self-Regulated Learning to Prevent Internet Addiction among First-Year University Students. 3rd Asean Conference on Psychology, Counseling and Humanities (AC-PCH 2017)
Smartphone users in Egypt 2013-2019. n.d. https://www.statista.com/statistics/467747/forecast-of-smartphone-users-in-egypt//467747/forecast-of-smartphone-users-in-egypt/
Soror, A. A., Steelman, Z. R., & Limayem, M. (2012). Discipline yourself before life disciplines you: Deficient self-regulation and mobile phone unregulated use. In: System Science (HICSS), 2012 45th Hawaii International Conference on (pp. 849–858). New Jersey: IEEE
Taymur, I., Budak, E., Demirci, H., Akda, H.A., Gungor, B.B., Ozdel, K. (2016). A study of the relationship between internet addiction, psychopathology and dysfunctional beliefs. Computers in Human Behavior, 61, 532-536. http://dx.doi.org/10.1016/j.chb.2016.03.043
Tuckman, B. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51, 473-480.
Ufuk, E., Mustafa, P., Süleyman,E. & Kübra, P. (2013). Academic Procrastination and Mobile Phone ( was presented as oral at International Academic Conference on Education, Teaching and E-learning, Prague,17-18 October, 2013).
Yasin, D. & Mustafa, K. (2018). Relationships among Internet Addiction, Academic Motivation, Academic Procrastination and School Attachment in Adolescents. International Online Journal of Educational Sciences,10(5), 315-332
Yılmaz, M. (2017). The relation between academic procrastination of university students and their assignment and exam performances: The situation in distance and face-to-face learning environments. Journal of Education and Training Studies, 5(9), 146–157. https://doi.org/10.11114/jets.v5i9.2545
Young, K. S. (2015). The evolution of Internet addiction. Addictive Behaviors. http://dx.doi.org/10.1016/j.addbeh.2015.05.016
Zhang, W. (2015). Learning variables, in-class laptop multitasking and academic performance: A path analysis. Computers & Education, 81, 82-88. http://dx.doi.org/10.1016/j.compedu.2014.09.012
Zeyang, Y., Kathryn, A. & Mark, A. (2019). An Exploration of Problematic Smartphone Use among Chinese University Students: Associations with Academic Anxiety, Academic Procrastination, Self-Regulation and Subjective Wellbeing. Int J Ment Health Addiction, 17:596–614https://doi.org/10.1007/s11469-018-9961-1
Adeniyi, A.(2019). The impact of procrastination on students academic performance in secondary schools. International Journal of Sociology and Anthropology Research, 5 (1)17-22.
Al Said, A. (2014). The Effect of Metacognitive Strategy Training on Student Mathematical Problem Solving Process and Contemplative Thinking Skills in Primary School Children with Learning Disabilities. International Journal of Psycho- Educational Sciences, 3 (2), 3- 11.
American Psychiatric Association. (2013). Internet Gaming Disorder. American Psychiatric Association DSM-V Development. Retrieved August 30, 2016, from http://www.dsm5.org/Documents/Internet%20Gaming%20Disorder%20Fact%20Sheet.pdf
Ayça, Ç., İlknur, R & Tuğba, T. (2019). The Relationships among Academic Procrastination, Self-Control, and Problematic Mobile Use: Considering the Differences over Personalities. Addicta: The Turkish Journal on Addictions, 6, 447–468.. http://dx.doi.org/10.15805/addicta.2019.6.3.0082
Bogoan, K. Seok-won, L. Hwajung, H. & Kyungsik,H. ( 2019). Automated Time Manager: Effectiveness of Self-Regulation on Time Management Through a Smartphone Application. IEEE Access PP (99):1-1. DOI: 10.1109/ACCESS.2019.2926743.
Csibi, S., Demetrovics, Z., & Szabo, A. (2016). Hungarian adaptation and psychometric characteristics of Brief Addiction to Smartphone Scale (BASS). Psychiatria Hungarica, 31(1), 71–77.
Fathi A. & Mourad A. (2015). Academic Procrastination and Five Factor Personality Traits among College Students. International Journal of Psycho- Educational Sciences, 4(2), 10-15.
Gökçearslan,Ş., Mumcu, F. K., Haşlaman, T., & Çevik, Y. D. (2016). Modelling smartphone addiction: The role of smartphone usage, self-regulation, general self-efficacy and cyberloafing in university students. Computers in Human Behavior, 63, 639–649.
Heather W., Tae-Hoon K., Lauren K. & Ivanka B. (2019). Smartphone use and study behavior: A Korean and Australian comparison. Heliyon. 5(7): e02158.
Hesham H. &Rasha, M. (2014). Effectiveness of Differentiated Instruction on Achievement in Mathematics of Middle School Students with Learning Disabilities. International Journal of Psycho-Educational Sciences 3(1),29-34.
Ifeanyi, I. P., & Chukwuere, J. E. (2018). The impact of using smartphones on the academic performance of undergraduate students. Knowledge Management & E-Learning, 10(3), 290–308.
Khang, H., Kim, J.K., & Kim Y. (2013). Self-traits and motivations as antecedents of digital media flow and addiction: The Internet, mobile phones, and video games. Computer in Human Behaviour, 29, 2416–2424. https://doi.org/10.1016/j.chb.2013.05.027
Kim, A., Tak, H., & Lee, C. (2010). The development and validation of a learning flow scale for adults. Educational Psychology Research, 39-59.
Kuss, D.J., Rooij, A.J.v., Shorter, G.W., Griffiths, M.D., Mheen, D.vd., (2013). Internet addiction in adolescents: Prevalence ad risk factors. Computers in Human Behavior, 29, 1987–1996. doi:10.1016/j.chb.2013.04.002
Lee, J., Cho, B., Kim, Y., & Noh, J. (2015). Smartphone addiction in university students and its implication for learning. In Emerging issues in smart learning. (pp. 297–305). Berlin, Heidelberg: Springer.
Lopez-Fernandez, O. (2017). Short version of the smartphone addiction scale adapted to Spanish and French: towards a cross-cultural research in problematic mobile phone use. Addictive Behaviors, 64, 275–280. https://doi.org/10.1016/j.addbeh.2015.11.013.
Mahapatra, S. (2019). Smartphone addiction and associated consequences: Role of loneliness and self-regulation. Behaviour & Information Technology, 38(8), 833-844.
http://dx.doi.org/10.1080/0144929X.2018.1560499
Fuentes, M., García-Ros, R., Perez-González, F. & Sancerni, D. (2019). Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents. Int. J. Environ. Res. Public Health, 16, 2778; doi:10.3390/ijerph16152778.
Mohammed, A. (2014). The Effect of Differentiating Instruction using Multiple Intelligences on Improving Reading Comprehension of 5th Graders with Learning Disabilities. International Journal of Psycho- Educational Sciences, 3 (2), 12- 20.
Mourad A. (2012). The Effects of Advance Graphic Organizers Strategy Intervention on Academic Achievement, Self Efficacy, and Motivation to Learn Social Studies in Learning Disabled Second Year Prep Students. International Journal of Psycho-Educational Sciences, 1(1),13-26
Mourad A. (2015). The Effectiveness of a SelfRegulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities. International Journal of Psycho-Educational Sciences 4(3),49-59.
Mourad A. (2018). Issues related to identification of children with specific learning disorders(SLDs): insights into DSM-5. International Journal of Psycho-Educational Sciences, 7 (1), 106-111.
Mourad, A. & Amaal, M. (2013). The Effects of Differentiated Instruction by Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement In, and Attitudes Towards Math in Six Graders with Learning Disabilities in Cooperative Groups . International Journal of Psycho-Educational Sciences 2(2),31-43.
Niu, G.F., Sun, X.J., Subrahmanyam, K., Kong, F.C., Tian, Y., Zhou, Z.K. (2016). Cue-induced craving for Internet among Internet addicts. Addictive Behaviors, 62, 1–5. http://dx.doi.org/10.1016/j.addbeh.2016.06.012
Odaci, H. (2011). Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students. Computers & Education, 57(1), 1109–1113.
Omema, M. (2015). The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities. International Journal of Psycho-Educational Sciences 4(2),39-45.
Penjira, K., Felicito, F., Ruangrit, R. & Penjuree, K. (2016). An empirical study on the impact of self-regulation and compulsivity towards smartphone addiction of university students. 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016).
Sabita, M. (2019). Smartphone addiction and associated consequences: role of loneliness and self-regulation. Behaviour and Information Technology. DOI: 10.1080/0144929X.2018.1560499
Serkan D. & Ece, E. (2018). Investigation of Smartphone Addiction Among University Students in Terms of Academic Achievement, Academic Procrastination, Smartphone Usage Behaviors and Some Demographic Variables. Conference: 27th International Congress on Educational Sciences At: Antalya/Turkey
Sha, L., Looi, C., Chen, W., & Zhang, B. (2012). Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28, 366-378. https://doi.org/10.1111/j.1365-2729.2011.00461.x
Simanjuntak, E. (2017). First Year Challenge: The Role of Self-Regulated Learning to Prevent Internet Addiction among First-Year University Students. 3rd Asean Conference on Psychology, Counseling and Humanities (AC-PCH 2017)
Smartphone users in Egypt 2013-2019. n.d. https://www.statista.com/statistics/467747/forecast-of-smartphone-users-in-egypt//467747/forecast-of-smartphone-users-in-egypt/
Soror, A. A., Steelman, Z. R., & Limayem, M. (2012). Discipline yourself before life disciplines you: Deficient self-regulation and mobile phone unregulated use. In: System Science (HICSS), 2012 45th Hawaii International Conference on (pp. 849–858). New Jersey: IEEE
Taymur, I., Budak, E., Demirci, H., Akda, H.A., Gungor, B.B., Ozdel, K. (2016). A study of the relationship between internet addiction, psychopathology and dysfunctional beliefs. Computers in Human Behavior, 61, 532-536. http://dx.doi.org/10.1016/j.chb.2016.03.043
Tuckman, B. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51, 473-480.
Ufuk, E., Mustafa, P., Süleyman,E. & Kübra, P. (2013). Academic Procrastination and Mobile Phone ( was presented as oral at International Academic Conference on Education, Teaching and E-learning, Prague,17-18 October, 2013).
Yasin, D. & Mustafa, K. (2018). Relationships among Internet Addiction, Academic Motivation, Academic Procrastination and School Attachment in Adolescents. International Online Journal of Educational Sciences,10(5), 315-332
Yılmaz, M. (2017). The relation between academic procrastination of university students and their assignment and exam performances: The situation in distance and face-to-face learning environments. Journal of Education and Training Studies, 5(9), 146–157. https://doi.org/10.11114/jets.v5i9.2545
Young, K. S. (2015). The evolution of Internet addiction. Addictive Behaviors. http://dx.doi.org/10.1016/j.addbeh.2015.05.016
Zhang, W. (2015). Learning variables, in-class laptop multitasking and academic performance: A path analysis. Computers & Education, 81, 82-88. http://dx.doi.org/10.1016/j.compedu.2014.09.012
Zeyang, Y., Kathryn, A. & Mark, A. (2019). An Exploration of Problematic Smartphone Use among Chinese University Students: Associations with Academic Anxiety, Academic Procrastination, Self-Regulation and Subjective Wellbeing. Int J Ment Health Addiction, 17:596–614https://doi.org/10.1007/s11469-018-9961-1
Published
2020-02-21
How to Cite
Ali Eissa Saad, M. (2020). Self-Regulated Learning and Academic Procrastination as Predictors of Smartphone Addiction among Second Year-Middle School Learning Disabled Students. Amazonia Investiga, 9(26), 236-243. https://doi.org/10.34069/AI/2020.26.02.27
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