Between control and adaptation: regulating smartphone and GenAI use in Estonian schools

Introductionsmart phone possession and use among young people is on the increase in Africa and phone addiction has been shown to be similar to substance use dependence. However, there is barely any literature focused on the effect of smart phone use on young people in Nigeria. This study looked at the prevalence of problematic smart phone use and associated factors among pre-varsity young people in Ibadan.Methodsproblematic smart phone use was assessed using the 27-item mobile phone problem use scale and scored on a 5-point Likert scale. Scores 27-76 indicated low-moderate degree and scores ≥ 77 indicated moderate-severe degree of problematic smart phone use. Chi square test was used to compare problematic phone use with some selected respondents' characteristics and p was 0.05.Resultsfive hundred and seventy five participants were recruited, age range 14-24 years and 46.0% were males. Almost all (96.7%) of the respondents had smart phone access and 46.5% had moderate-severe problematic phone use. Young people who were males, had their parents paying for the data they use, had high extroversion, low conscientiousness and low intellect scores were likely to have problematic phone use. The identified predictors for problematic phone use were male gender (OR=1.77, 95% CI: 1.26-2.50), high extroversion (OR=1.68, 95% CI: 1.16-2.43) and low conscientiousness (OR=2.09, 95% CI: 1.41-3.09).Conclusionthere was a high rate of problematic phone use among these young people. Interventions to promote responsible smart phone use is required to counter this problem.

Subjective age (i.e., how old one feels) has been found to be a biopsychosocial marker of aging. This study examined the associations between subjective age and the frequency of information and communication technology (ICT) usage by older adults. Data were collected via an online survey conducted in 2020 during the COVID-19 pandemic. The study analyzed responses from participants aged 65 to 89 (M = 71.9, SD = 3.9) who resided in Japan (N = 1631, 52.8% female). Subjective age was indexed by asking participants to specify in years how old they felt. Proportional discrepancy scores (PDS) were calculated to indicate younger or older subjective age and were used as an independent variable. Participants were asked about the frequency of computer, smartphone, flip phone, tablet, and social networking service (SNS) use. Two-thirds of the participants (63.6%) reported feeling younger than their actual age. Nearly 90% reported using computers for more than 2–3 days a week, while 64.3% reported smartphone use, 22.9% reported flip phone use, and 36.6% reported SNS use. Logistic regression analyses revealed that a lower PDS (i.e., feeling younger) was associated with a significantly higher frequency of smartphone use (OR: 0.77; 95% CI: 0.60, 0.98) after adjusting for potential confounders. No such association was found for computer, flip phone, tablet, or SNS use. Our study found that feeling younger was associated with a higher frequency of smartphone use. The daily use of smartphones may have helped older adults stay in touch with family and friends and obtain the information that they needed, which may have contributed to better psychological well-being outcomes, especially during the COVID-19 pandemic.

The past two decades have witnessed controversy over whether the use of digital technology has damaged or enhanced adolescents’ social relationships, which influences their development. In this study, we addressed this debate by specifying the effect of different types of smartphone use content on social relationships, rather than simply relying on screen time spent on digital media. To avoid selective analysis and report of different variables, we used specification curve analysis (SCA) in a large dataset (N = 46,018) to explore the correlations between 20 types of smartphone use content and adolescents’ social relationships (parent–child, peer, and teacher–student). The types of smartphone use content were measured by the revised version of Mobile Phone Use Pattern Scale, the Parent-Child Relationship Scale, the Peer Relationship Scale, and the Teacher-Student Relationship Scale assessed three different social relationships, respectively. Of the 20 types of smartphone use content, only playing games (negatively explaining 1% of the variation), taking online courses (positively explaining 1.6% of the variation), using search engines (positively explaining 1.2% of the variation), using a dictionary (positively explaining 1.3% of the variation), and obtaining life information (positively explaining 1.5% of the variation) showed a significant effect size. The association between smartphone use and adolescents’ social relationships depends on the various types of content with which adolescents engage during smartphone use. The various effects of different types of smartphone use content deserve the attention of both the public and policy-makers.

Purpose: This study aimed to examine the use of smart phones and their relationship with self-efficacy and academic achievement among students in 5th to 6th grade. Methods: 954 students in 5 th to 6 th grade were selected from three elementary schools in K City through purposive sampling. Data of 591 respondents were analyzed by x 2 test, ANOVA, correlation analysis and multiple regression analysis using the SPSS/WIN program. Results: First, 64% of the students possessed a smart phone and female students used their phone more than male students. 47.5% of the students said they first used a smartphone in their 5 th grade and 11.7% said in their 6th grade. Second, heavier use of smart phones was related to a lower level of self-efficacy (p<.001). Third, the more the students used a smart phone, the less they achieved in academic performance (Korean language: p<.001, mathematics: p<.01). Finally, the biggest factor influencing smart phone addiction was longer use of smart phones. In addition, lower self-efficacy and lower ability to adapt to difficult tasks were the factors influencing the increase in smart phone addiction. Less use of smart phones and higher self-efficacy resulted in higher achievement in academic performance. Conclusion: It is essential to decrease students’ use of smart phones and improve their self-efficacy and academic performance. Intervention programs to reduce the use of smart phones should include a profound interest, a personality-oriented educational environment and sufficient dialogues with students at home, schools and the local society, beyond simple regulations to prevent adverse effects.

This study investigated the smart phone use condition of infants and toddlers, and mothers’ perception of their children’s smart phone use, including the role of a mother’s parental efficacy in making difference in the smart phone use condition of infants and toddlers. Parents whose children go to childhood education institutes in D and I cities were selected as research subjects. The total number of the children was 500, and with collected data, frequency analysis and difference verification were carried out by using SPSS program. The results of study showed that infants and toddlers most frequently used smart phones at home with their mothers, and toddlers used smart phones more than infants did, and infants and toddlers used smart phones ‘less than 5 times a week’ , with average 1hours a day. Secondly, analysis of mothers’ perception of infants and toddlers’ smart phone use indicated that the need of their children was the most influential factor. And mothers who said their kids needed a smart phone considered it a useful learning tool, but others opposed smart phone use because of its negative effects on children’s physical and cognitive development. Among many programs, cartoon animation was most frequently used with smart phones, contrary to the infrequent use of educational contents. Thirdly, the difference in smart phone use condition according to parental efficacy of mother showed that there was a significant difference between the number of use and average use hours.

With the continuous evolution of information technology, China has entered the information age, the use and promotion of smart phone is the inevitable trend of information evolution, but also an important sign of the information era. With large quantities of uses of smart phones, a large number of mobile apps have appeared, and different APP types have emerged. Currently, mobile apps have been applied in various fields, and gradually promoted to the field of sports education(SE), and various sports apps have emerged. The purpose of this paper is to chase down the problems existing in the use of sports APP in college SE by studying the use of smart phone sports APP in college SE under the background of informatization, so as to achieve the deep fusion of sports APP and college SE, and continuously promote the quality of SE. Firstly, this paper gives an overview of sports APP and college SE, and carries out use experiments of sports APP on the basis of information intelligence algorithm, analyzes the use situation of sports APP in college SE, and puts forward relevant use strategies on this basis. The experimental results show that the use of sports APP in college SE promotes teaching efficiency, but there are some problems at the same time, which must be paid enough attention.

Nighttime represents a high-risk period for suicidal thoughts, yet current understanding of how digital technology use during these hours influences suicide risk remains limited. Distinguishing between passive consumption and active engagement may inform the future development of targeted suicide intervention efforts. To examine whether the timing and type (passive vs active) of nighttime smartphone use are associated with next-day suicidal ideation and suicide planning in adults at a high risk of suicide. This survey and passive data sensing study used ecological momentary assessment (EMA) and smartphone screenshots collected every 5 seconds during active phone use over 28 days per participant. Data were collected from August 24, 2022, to January 9, 2024. The community-based sample included adults aged 18 years or older with past-month suicidal thoughts or behaviors from South Bend, Indiana, and the surrounding area. Inclusion criteria were smartphone ownership and variability in key variables across the 28-day period. Timing and type of nighttime smartphone use were assessed in 3 ways: (1) maximum phone-free interval (8:00 pm to 10:00 am), (2) use during self-reported sleep windows, and (3) hourly use (11:00 pm to 8:00 am). Keyboard presence, detected via a deep learning model trained on 1000 manually annotated screenshots, served as a proxy for active engagement. The primary outcomes were next-day passive suicidal ideation, active suicidal ideation, and suicide planning assessed via EMA (6 prompts daily). Bayesian multilevel models tested within-person and between-person associations. The study enrolled 79 participants (mean [SD] age, 35.2 [11.1] years; 54 female [68.3%]). The overall EMA compliance rate was 68.8%, and participants generated 7.5 million screenshots (of which 1.05 million [14.0%] showed keyboard presence). Late-night (11:00 pm to 1:00 am) phone use was consistently associated with higher next-day passive or active suicidal ideation and suicide planning. Participants with 7- to 9-hour phone-free gaps showed the lowest suicidal ideation compared with those with 4- to 7-hour phone gaps (B = 0.35; 95% credible interval [CrI], 0.14-0.55). Keyboard activity was associated with lower suicidal ideation when occurring during middle-night hours (1:00 to 5:00 am) (simple slope, -0.10; 95% CrI, -0.13 to -0.07), self-reported sleep windows for both passive (B = -0.14; 95% CrI, -0.24 to -0.02) and active (B = -0.13; 95% CrI, -0.24 to -0.02) suicidal ideation, and nonsleep periods for both passive (B = -0.16; 95% CrI, -0.29 to -0.03) and active (B = -0.12; 95% CrI = -0.24 to -0.001) suicidal ideation. These timing-dependent, within-person associations were independent of total usage. This study found temporally specific associations between nighttime smartphone use and next-day suicidal ideation and suicide planning. Late-night use signaled vulnerability, while middle-night active engagement seemed protective. These findings differentiate harmful passive consumption from potentially adaptive digital coping, potentially serving to advance precision approaches to suicide prevention.

Rates of adolescent mood disorders and adolescent smartphone use have risen in parallel, leading some to suggest that smartphone use might have detrimental effects on adolescents' moods. Alternatively, it is possible that adolescents turn to smartphone use when experiencing negative mood. The purpose of this study was to explore the relationship between adolescent smartphone use and mood using a longitudinal methodology that measured both in real-time. This study used an Ecological Momentary Assessment (EMA) procedure completed by 253 12-17-year old participants from across the United States. Participants received short surveys delivered to their smartphones at random points throughout the day. Measures included real-time, in-situ assessments of smartphone use, current mood, and mood before smartphone use. Based on tests of a multilevel regression model, adolescent moods were positively associated with smartphone use (β = 0.261, F(1,259.49) = 19.120, p < 0.001), and that mood was positively associated with the length of phone use sessions (length of phone use β = 0.100, F(1, 112.88) = 5.616, p = 0.020). Participants also reported significant changes in mood during phone use, such that moods before phone use were significantly lower than moods during phone use (MChange = 0.539, t(2491) = 23.174, p < 0.001). Change in mood (mood before minus mood during phone use) was positively associated with the length of smartphone use sessions (β = 0.097, F(1,122.20) = 4.178, p = 0.043), such that participants who had a higher change in mood were more likely to report a longer length of smartphone use. Findings suggest that adolescent smartphone use is positively associated with mood. This finding may suggest that adolescents use smartphones for mood modification, which aligns with an understanding of smartphone use as potentially addictive behavior.

Background: The COVID-19 pandemic has influenced all spheres of existence. Medical education, especially undergraduates, had to cope with the changing trends in the delivery of teaching modules. This has substantially influenced smart phone usage in medical students. Aims The aim of the study is to evaluate the impact of COVID-19 lockdown on smart phone usage in medical students Materials and Methods Using a cross-sectional online survey design, 556 medical undergraduates in a teaching hospital were included and assessed using questionnaires to measure problematic smart phone use/addiction. Results Majority of the medical students scored high on problematic mobile phone use questionnaire short version-dependent subscale and SMARTPHONE ADDICTION SCALE-SHORT VERSION scales used to assess smart phone usage. Significant increase in the smart phone use during COVID lockdown was observed when compared to smart phone use before lockdown. Conclusion COVID-19 pandemic with resulted in nationwide lockdown affected the smart phone usage in medical students. Problematic smart phone use and smart phone addiction is prevalent in medical undergraduates. Smart phone use for recreational use exceeds the smart phone use for academic achievement.

ABSTRACTBackground:Adolescents are likely to quickly adopt newer technologies and face detrimental effects of the same.Aim:This study assessed the prevalence and correlates of problematic smartphone and social media use among school-going adolescents.Methods:Cross-sectional study was conducted amongst class 8–10 students. Data were collected using an anonymous survey in English which included (a) sociodemographic information, (b) pattern of smartphone use and smartphone addiction scale-short version (SAS-SV), and (c) pattern of social media use and social media disorder (SMD) scale. Educative session on responsible smartphone use was followed by post-session data collection which included patient health questionnaire (PHQ-2), generalized anxiety questionnaire (GAD-2), hyperactivity subscale of strength and difficulty questionnaire (SDQ), and conscientiousness and emotional stability subscales of ten-item personality inventory questionnaire (TIPI) and post-session feedback.Results:Three hundred and twenty out of 325 responses were analyzed (180 male and 140 female). About 8% (n = 27) used smartphone for more than four hours. Prevalence of problematic smartphone use was 12.5% and problematic social media use was 11.9%. Problematic smartphone use was associated with duration of smartphone use per day and problematic social media use, which was in turn found to be associated with Facebook use and frequency of Instagram posts. About 80.6% (n = 256) participants agreed that such sessions should be conducted in schools.Conclusions:One in ten school going adolescents are likely to be having problematic smartphone and social media use. Awareness sessions in schools about responsible mobile phone use may be an acceptable strategy.

Although the use of smart phones in working environment is ubiquitous, the research on how the use of smart phones affects the working results is still in its infancy. Based on social learning theory, expectancy violation theory and resource conservation theory, this study explores how the boss phubbing (Bphubbing) affects employees' performance. Through the survey and data analysis of 215 employees, the results show that: (1) There is a negative correlation between Bphubbing and employee job performance. (2) Employees ‘ psychological capital plays a full mediation role in the relationship between Bphubbing and employee job performance. (3) work-family enrichment has a negative moderating effect on the relationship between Bphubbing and employees ’ psychological capital, which confirms the reverse stress-buffering model. This study expands the research on the mechanism of the negative impact of improper use of smart phones on the organization, which is conducive to the organization and managers to scientifically view the positive and negative sides of the use of smart phones for information management in the workplace, so as to put forward scientific suggestions for the correct use of smart phones.

The present era is a 'Smart Phone Era'. The mobile phone became an inevitable gadget for everyone and also for farmers to know the latest agricultural technology. But there were many problems which hinder the maximum use of smart phone to get the scientific information of agricultural field. Keeping this in view, the present study was undertaken to identify the constraints faced by farmers in the use of smart phone for agricultural information. This study was undertaken in Porbandar district of Gujarat state. 120 farmers who had minimum three years' experience in the use of smart phone were selected from 12 randomly selected villages of Porbandar district. Results indicated that, unavailability/fluctuation of network connectivity in rural area is the major constraint in the use of smart phone. Some other important constraints were; lack of technical know-how to operate smart phone properly, language barrier i.e. majority of information is available in English not in vernacular language and the cost of smart mobile phones is high. The network service provider should give priority for strong network connectivity in rural areas, farmers should be trained to improve their smart phone use efficiency, agricultural information should be available in local/vernacular language and the government should provide smart phones at low cost to farmers were crucial suggestions given by the respondents to overcome the constraints faced by farmers in the use of smart phone for agricultural information.

Background and aimsStudies have demonstrated associations between both problematic smartphone and social networks use with everyday life adversities. However, examination of associations between problematic smartphone use (PSU) and problematic use of specific social networking platforms, especially on item-level data, has received relatively little attention. Therefore, the aim of the current study was to explore how items of problematic smartphone, Facebook, WhatsApp, and Instagram use are associated.Methods949 German-speaking adults participated in a web survey study. The participants were queried about their socio-demographics as well as levels of problematic smartphone, Facebook, WhatsApp, and Instagram use. In addition to bivariate correlation analysis, exploratory graph analysis (EGA), a type of network analysis, was conducted.ResultsThe results showed that while problematic Facebook and Instagram use seem to be distinct phenomena, problematic smartphone and WhatsApp use were heavily intertwined. Furthermore, the only cross-platform symptom observed was the extent of reported pain in wrists and neck due to digital technology use. The EGA network models showed very good stability in bootstrap analyses.Discussion and conclusionsIn general, the results of this study suggest that while Instagram and Facebook use may potentially constitute distinct problematic behaviors, problematic smartphone/WhatsApp use scales may be measuring highly similar or even the same construct.

Broadly understood as repeated, intentional, and aggressive behaviors facilitated by digital technologies, cyberbullying has been identified as a significant public health concern in Australia. However, there have been critical debates about the theoretical and methodological assumptions of cyberbullying research. On the whole, this research has demonstrated an aversion to accounting for context, difference, and complexity. This insensitivity to difference is evident in the absence of nuanced accounts of Indigenous people's experiences of cyberbullying. In this chapter, we extend recent critiques of dominant approaches to cyberbullying research and argue for novel theoretical and methodological engagements with Indigenous people's experiences of cyberbullying. We review a range of literature that unpacks the many ways that social, cultural, and political life is different for Indigenous peoples. More specifically, we demonstrate there are good reasons to assume that online conflict is different for Indigenous peoples, due to diverse cultural practices and the broader political context of settler-colonialism. We argue that the standardization of scholarly approaches to cyberbullying is delimiting its ability to attend to social difference in online conflict, and we join calls for more theoretically rigorous, targeted, difference-sensitive studies into bullying.

Aim/Purpose: This study examines the influence of Performance Expectancy (PE), Effort Expectancy (EE), and Facilitating Conditions (FC) on the use of smart phones for mobile learning by postgraduate students in University of Ibadan, Nigeria. Background: Due to the low level of mobile learning adoption by students in Nigeria, three base constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) model were used as factors to determine smart phone use for mobile learning by the postgraduate students in the University of Ibadan. Methodology: The study adopted a descriptive survey research design of the correlational type, the two-stage random sampling technique was used to select a sample size of 217 respondents, and a questionnaire was used to collect data. Descriptive statistics (frequency counts, percentages, mean, and standard deviation), test of norm, and inferential statistics (correlation and regression analysis) were used to analyze the data collected. Contribution: The study empirically validated the UTAUT model as a model useful in predicting smart phone use for mobile learning by postgraduate students in developing countries. Findings: The study revealed that a significant number of postgraduate students used their smart phones for mobile learning on a weekly basis. Findings also revealed a moderate level of Performance Expectancy (𝑥 =16.97), Effort Expectancy (𝑥 =12.57) and Facilitating Conditions (𝑥 =15.39) towards the use of smart phones for mobile learning. Results showed a significant positive relationship between all the independent variables and use of smart phones for mobile learning (PE, r=.527*; EE, r=.724*; and FCs, r=.514*). Out of the independent variables, PE was the strongest predictor of smart phone use for mobile learning (β =.189). Recommendations for Practitioners: Librarians in the university library should organize periodic workshops for postgraduate students in order to expose them to the various ways of using their smart phones to access electronic databases. Recommendation for Researchers: There is a need for extensive studies on the factors influencing mobile technologies adoption and use in learning in developing countries. Impact on Society: Nowadays, mobile learning is increasingly being adopted over conventional learning systems due to its numerous benefits. Thus, this study provides an insight into the issues influencing the use of smart phones for mobile learning by postgraduate students from developing countries. Future Research: This study utilized the base constructs of the UTAUT model to determine smart phone use for mobile learning by postgraduate students in a Nigerian university. Subsequent research should focus on other theories to ascertain factors influencing Information Technology adoption and usage by students in developing countries.