The Mediating Role of Academic Resilience and Cognitive Test Anxiety in the Association Between Smartphone Addiction and Academic Achievement.

OBJECTIVES

Smartphone addiction is the loss of self-control resulting from excessive use of smartphones and is the most challenging addiction to daily life among technology addictions. Some studies explain the relationship between smartphone addiction and academic achievement. The purpose of this research is to examine the mediating effect of academic resilience, test anxiety, and general self-efficacy in the association between academic achievement and smartphone addiction.

METHODS

A total of 828 seventh- and eighth-grade students from seven different cities in Turkey participated in this study. To test the theoretical model proposed, the PROCESS macro for SPSS was performed to examine the chain mediation model (model 6) using 10,000 bootstrapping.

RESULTS

The effect of smartphone addiction on academic achievement is negative and statistically significant. General self-efficacy did not play a mediation role in the relationship between smartphone addiction and achievement in school, but academic resilience and cognitive test anxiety did.

CONCLUSIONS

Cognitive test anxiety and academic resilience mediated the relationship between smartphone addiction and academic achievement. It is thought that these findings will guide teachers and school administrators trying to increase academic achievement.