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Abstract
Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19–46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19–46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.
Highlights
Since their introduction in 2009, smartphones have had a significant impact on daily life across the world
That there are instances where the excessive use of smartphones leads to the development of “problematic smartphone use” (PSU), a phenomenon characterized by the occurrence of addictive-like symptoms [4]
Though it has been shown that a deep approach to learning is positively related to academic outcomes, and a surface approach to learning is found to have negative effects on academic outcomes [31,32,33,34], this study provides potential evidence to the findings where PSU has been associated with poor academic outcomes [6]
Summary
Since their introduction in 2009, smartphones have had a significant impact on daily life across the world. The worldwide ownership of smartphones is around 43% [1], and more than 50% of Estonians own a smartphone [2]. Smartphones have several advantages in educational settings, allowing one to take notes, browse for information, communicate with others, and use specific applications for learning skills [3]. That there are instances where the excessive use of smartphones leads to the development of “problematic smartphone use” (PSU), a phenomenon characterized by the occurrence of addictive-like symptoms [4]. PSU has been associated with psychopathological symptoms [5] as well as poor academic outcomes [6,7].
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