Abstract
(1) Purpose: This study aimed to explore the mediating effect of insecure adult attachment on the relationship between smartphone addiction and self-directed learning in university students. (2) Methods: In total, 235 university students participated in this study. Data analysis was carried out through a three-stage verification procedure: Sobel test using technical statistics, Pearson correlation, and multiple regression analysis. (3) Results: Smartphone addiction was positively correlated with insecure adult attachment, attachment anxiety, and self-directed learning, whereas self-directed learning had a significant negative correlation with insecure adult attachment and attachment anxiety. Insecure adult attachment had a mediating effect on the relationship between smartphone addiction and self-directed learning. (4) Conclusion: Higher levels of smartphone addiction indicated higher levels of insecure adult attachment and reduced self-directed learning ability. Therefore, while the prevention of smartphone addiction is critical for improving self-directed learning skills, programs should be developed to foster the formation of secure adult attachment among university students.
Highlights
Background and Necessity of the StudySelf-directed learning has become a major means of survival for people to acquire the knowledge and skills necessary to face challenges in an increasingly complex and rapidly changing society on their own
While the prevention of smartphone addiction is critical for improving self-directed learning skills, programs should be developed to foster the formation of secure adult attachment among university students
In stage 3, smartphone addiction and insecure adult attachment were input as independent variables and self-directed learning ability was input as a dependent variable; the analysis showed that smartphone addiction (β = −0.24, p = 0.001) and insecure adult attachment (β = −0.22, p = 0.001) had significant effects on self-directed learning ability
Summary
Background and Necessity of the StudySelf-directed learning has become a major means of survival for people to acquire the knowledge and skills necessary to face challenges in an increasingly complex and rapidly changing society on their own. Smartphone addiction and insecure adult attachment [3] are becoming social issues as they are factors negatively affecting self-directed learning. Due to the use of various apps on smartphones, students spend less time on self-directed learning, which in turn negatively affects important tasks, learning processes, and achievements [3,5]. Previous research has shown that university students’ smartphone addiction and mental health have a negative relationship, such that students experience headaches, fatigue, insomnia, concentration disorders, and behavioral addictions (e.g., game addiction) [8]. Higher levels of smartphone addiction in high school students was correlated with lower levels of self-directed learning ability [5]. Smartphone addiction has been reported to negatively affect student’s learning satisfaction during self-directed learning, maladjustment in school life, academic stress, and poor academic performance [9]
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