Abstract
OBJECTIVES: Smartphone addiction is a growing concern that can impact social, psychological, and health, while contributing to functional impairments. This study aimed to determine the relationship between smartphone addiction and the grade point average (GPA) of undergraduate college students in the U.S.
 
 METHODS: This descriptive study consisted of 53 undergraduate college students. The Smartphone Addiction Scale (SAS) and overall grade point average (GPA) was gathered via survey. The data was analyzed through Pearson’s correlation to demonstrate the association between these variables.
 
 FINDINGS: While not statistically significant at the α = .05 level, the results suggest an almost statistically significant negative correlation (r = -0.210, p = .066) indicating a weak but noteworthy association between smartphone addiction and GPA.
 
 CONCLUSION: Smartphone addiction is a growing concern that has shown to impact quality of life in Asian countries. These results suggest further research with larger samples in the U.S. is needed to inform college students of the risks smartphone addiction can have on academic success.
Highlights
Cell phones or “smartphones” are an essential part of college life and culture, as they are observed to be used in every college setting, including the classroom (Lepp, Barkley, & Karpinski, 2015)
Smartphone addiction is a growing concern that has shown to impact quality of life in Asian countries. These results suggest further research with larger samples in the U.S is needed to inform college students of the risks smartphone addiction can have on academic success
The mean grade point average (GPA) for this sample was higher than expected for the average undergraduate population, which means there is a possibility of skewness due to the high achieving nature of students who take the time to complete a research survey request
Summary
Cell phones or “smartphones” are an essential part of college life and culture, as they are observed to be used in every college setting, including the classroom (Lepp, Barkley, & Karpinski, 2015). Smartphones can enhance students’ educational experience by providing immediate and convenient access to online information retrieval, file sharing, and interaction with their classmates and instructors (Lepp, Barkley, & Karpinski, 2015). Research reports that many college students perceive their phones primarily as a leisure device and most commonly use them for social networking, watching videos, surfing the net, and gaming (Lepp, Li, & Barkley, 2015). The main differentiating feature of a smartphone from a standard phone is that it has permanent access to the internet, and all of the internet’s appealing and/or possible problematic content (Panova & Carbonell 2018). Smartphones were used by 2.5 billion people in 2016, 2.7 billion in 2017, 2.9 billion in 2018, 3.4 billion in 2019, 3.6 billion in 2020, and predicted usage will increase to 3.8 billion by 2021, raising smartphone addiction concerns (O’Dea, 2020)
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