METACOGNITIONS ABOUT SMARTPHONE USE AMONG HIGH SCHOOL STUDENTS WITH DIFFERENT ACADEMIC PERFORMANCE

Abstract

Introduction. The impact of smartphone use on personal well-being and effectiveness of educational activities is a discussion issue involving teachers and school students, which determines the relevance of studying their metacognitions about smartphone use (MSU). MSU is a refl ection of the subject’s own beliefs associated with smartphone use. The study was aimed at analyzing the differences in MSU of high school students with various academic performance. Materials and methods. The study involved  school students ( female) of th-th grades aged . ± .. Empirical data was collected with a modifi ed self-report scale “Metacognitions about problematic smartphone use” (Kronbach alpha .-.): “Recreational and relaxation function of the smartphone” (% of variance), “Smartphone addiction” (%), “Smartphone as a hindrance to study” (%). Regardless of academic performance, the structure of MSU is dominated by positive metacognitions (smartphone as a tool for relaxation and distraction from problems). The students with below-average academic performance more often note that smartphone prevents them from learning (F=. p<.), while the indicators in the sample of boys are higher than among girls (F=. p<.). In addition, the girls with below-average academic performance are signifi cantly more likely to note signs of smartphone addiction than boys (F=. p<.). Conclusion. High school students are characterized by the awareness of the predominantly positive effects of smartphone use. At the same time, high school students with below-average academic performance refl ect the negative impact of smartphones on effectiveness of educational activities, however, girls refl ect the excessive use of smartphone as a key factor of this infl uence. The results should be used to develop smartphone addiction preventive programs. Funding. The research was supported by an internal grant of the Herzen State Pedagogical University of Russia.