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.
Highlights
In developed countries as well as developing ones, there is a dramatic rise in the use of smartphone
The two variables (SRL and Academic Procrastination (AP)) when put together yielded a coefficient of multiple regression (R) of 0.501 and a multiple correlation square of 0.486. This shows that 48.6% of the total variance in Smartphone Addiction (SA) of those who participated in the study is accounted for by the combination of Self-Regulated Learning (SRL) and AP
The findings extend our knowledge on the association between SRL, AP and SA among second yearmiddle school learning disabled students
Summary
In developed countries as well as developing ones, there is a dramatic rise in the use of smartphone. People who use smartphone all over the world are supposed to reach 2.32 billion in 2017 and could increase to 2.71 billion by 2019. For 2017, the number of people use smartphone in Egypt can reach 23.6 million, and almost 28 million by 2019(statistics, n. Smartphone applications are likely to be a source of convenience and entertainment for the users, they may have negative effects on their academics. As shown by Ifeanyi & Chukwuere (2018), it distracted students from their studies in certain aspects. Smartphone addiction, or "Internet Gaming Disorder" can be a problematic behavior, according to DSM-5, but in order to be considered a formal addictive disorder, much research should be conducted (APA, 2013)
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