Song Lu, Liu Zhilin, Yang Yujia, Yuan Shuangshuang
School of Education Science, Liupanshui Normal University, Liupanshui, China.
Department of Education, Nanchang Institute of Science and Technology, Nangchang, Jiangxi, China.
Front Psychol. 2025 Jun 18;16:1557684. doi: 10.3389/fpsyg.2025.1557684. eCollection 2025.
Smartphone addiction (SA) and academic procrastination (AP) are two of the educational challenges encountered by many higher education students today that have led to a series of adverse effects on their well-being.
Previous studies have reported inconsistent findings regarding gender differences in SA and AP, and limited attention has been paid to gender differences in the interaction between SA and AP. To address this gap, the present study employs network analysis to investigate gender differences in the SA, AP, and SA-AP interaction networks among higher education students. A total of 438 students from four higher education institutions in China participated in this study.
The findings indicate that there are more differences than similarities in the SA and AP networks between male and female students. In addition, within the SA-AP interaction network, the core feature of the male network is academic procrastination, reflecting deficiencies in time management and self-regulation. In contrast, the core feature of the female network is smartphone addiction, which highlights a strong dependence on immediate social feedback.
This study represents the first attempt to investigate gender differences in SA and AP through the lens of network analysis. The findings reveal the complexity of gender differences in behavioral patterns and psychological mechanisms, moving beyond the limitations of previous research that primarily focused on mean-level differences. This study deepens the understanding of SA and AP and provides both theoretical support and practical guidance for the development and implementation of effective intervention strategies to address SA and AP among students.
智能手机成瘾（SA）和学业拖延（AP）是当今许多高等教育学生面临的两大教育挑战，对他们的幸福感产生了一系列不利影响。
目的、样本与方法：以往研究报告了关于SA和AP中性别差异的不一致结果，并且对SA与AP相互作用中的性别差异关注有限。为了填补这一空白，本研究采用网络分析来调查高等教育学生中SA、AP以及SA-AP相互作用网络中的性别差异。来自中国四所高等教育机构的438名学生参与了本研究。
研究结果表明，男女学生在SA和AP网络中的差异多于相似之处。此外，在SA-AP相互作用网络中，男性网络的核心特征是学业拖延，反映出时间管理和自我调节方面的不足。相比之下，女性网络的核心特征是智能手机成瘾，这突出了对即时社会反馈的强烈依赖。
本研究首次尝试通过网络分析的视角来调查SA和AP中的性别差异。研究结果揭示了行为模式和心理机制中性别差异的复杂性，突破了以往主要关注平均水平差异的研究局限。本研究加深了对SA和AP的理解，并为制定和实施有效的干预策略以解决学生中的SA和AP问题提供了理论支持和实践指导。
