Abstract
Objectives The purposes of this study was to analyze trend of change over time and causality among smartphone usage time, teacher attachment, and academic engagement of middle school students. Methods The data from the Korean Children and Youth Panel Survey 2018 were analyzed. In order to verify the longitudinal relationship, an autoregressive cross-lag model was employed. Results First, middle school students' smartphone usage time, teacher attachment, and academic engagement were stable over time. Second, smartphone usage time predicted teacher attachment and academic engagement in the following year. Third, teacher attachment predicted smartphone usage time and academic engagement in the following year. Fourth, academic engagement predicted smartphone usage time and teacher attachment in the following year. Fifth, each variable was found to mediate between the other two variables. Conclusions Based on the research results, recommendations for controlling smartphone use, improving of teacher attachment and academic engagement were suggested.
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