Abstract
The aim of this study was to determine the associations between smartphone addiction, fear of missing out and academic performance amongst Preparatory Year Programme (PYP) students in Turkey. Data were collected using the Fear of Missing Out scale (FoMOs), the Smartphone Addiction Scale – Short Version (SAS-SV) and the Versant English Test from a sample of Turkish students enrolled in different undergraduate programmes (n = 139). On the whole, the findings of this study show that there is a significant difference, with consistently higher means in the female group, between the groups’ levels of smartphone addiction. The findings also indicate a negative relationship between the students’ academic performance and their levels of smartphone addiction. The SAS-SV was found to be a significant predictor of academic performance. The classroom implications of these data in terms of teaching and learning processes are discussed.
Highlights
The capabilities of smartphones have increased at an exponential rate and have already gone far beyond the basic mobile phones of some twenty years ago (Dickinson et al, 2014)
In an attempt to answer the first research question, the means of students obtained from the Fear of Missing Out scale (FoMOs) and Smartphone Addiction Scale – Short Version (SAS-SV) were measured to determine whether there was a difference in their problematic mobile phone use between male and female students
This current study has investigated the relationship between different forms of problematic mobile phone use and students’ academic performance
Summary
The capabilities of smartphones have increased at an exponential rate and have already gone far beyond the basic mobile phones of some twenty years ago (Dickinson et al, 2014). As smartphones become more sophisticated and more functional, they keep on replacing a multitude of devices (Jiang & Li, 2018; Samaha & Hawi, 2016) such as PCs, tablets, cameras, radios and portable music players. With their increasingly larger screen size, smartphones enable users to have more diverse and ubiquitous forms of communication and bring them enormous benefits (Ozer & Kilic, 2018; Samaha & Hawi, 2016). A body of research has reported consistent findings indicating that the use of mobile phones for non-course-related purposes creates an adverse effect in terms of learning (Seemiller & Stover, 2017)
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