Smartphone addiction and its correlation with academic performance in high school adolescents: An observational study

Abstract

Abstract Background: The widespread use of smartphones, particularly among youth, has raised concerns about smartphone addiction and its adverse effects on physical activity and academic performance. This study conducted in Uttarakhand investigates the frequency of smartphone addiction and its influence on academic performance in high school adolescents, with implications amplified by the COVID-19 pandemic’s increased smartphone reliance on education. Objectives: This research aims to (a) assess the prevalence of smartphone addiction, (b) correlate addiction levels with academic performance, and (c) scrutinize the influence of daily smartphone usage on scholastic outcomes. Materials and Methods: This cross-sectional observational study involved 331 students aged 12–17 in Dehradun, India. Data collection employed self-administered questionnaires comprising demographic parameters, the Smartphone Addiction Scale-Short Version, and self-reported academic results. Statistical analysis utilized nonparametric tests, the Chi-square test, Fisher’s exact test, and Spearman rank correlation. Statistical significance was set at a P < 0.05. Results: The mean age of the participants was 14.60 ± 1.2 years and an equitable gender distribution. Most attended Classes 8 and 9, with parents typically well-educated and employed. Notably, most students 224 (67.7%) borrowed smartphones rather than owning them 97 (29.3%). Daily smartphone usage averaged 2.27 ± 1.34 h, with video watching 97 (29.3%), music listening 91 (27.5%), and social media engagement 84 (25.4%) as common activities. Sixty-eight (20.5%) of students showed smartphone addiction, but this addiction did not significantly correlate with academic performance. Nevertheless, a negative correlation was observed between time spent on smartphones and academic marks (r = −0.198, P < 0.000), underscoring the importance of interventions to manage smartphone usage. Conclusions: Although many school-going adolescents exhibit some level of smartphone addiction, this study did not find a substantial correlation between smartphone addiction and academic achievement. However, it emphasized the significance of addressing and moderating the time spent on smartphones to optimize academic outcomes.