Koğar Hakan, Sayın Ayfer, Şekercioğlu Güçlü, Yılmaz Koğar Esin, Kafes Hüseyin
Faculty of Education, Akdeniz University, Antalya, Turkey.
Faculty of Education, Gazi University, Ankara, Turkey.
Brain Behav. 2025 Sep;15(9):e70800. doi: 10.1002/brb3.70800.
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.
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.
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.
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.
智能手机成瘾是过度使用智能手机导致的自我控制能力丧失，是技术成瘾中对日常生活最具挑战性的成瘾类型。一些研究解释了智能手机成瘾与学业成绩之间的关系。本研究的目的是检验学业复原力、考试焦虑和一般自我效能感在学业成绩与智能手机成瘾之间的关联中所起的中介作用。
来自土耳其七个不同城市的828名七年级和八年级学生参与了本研究。为了检验所提出的理论模型，使用SPSS的PROCESS宏程序，通过10000次自抽样来检验链式中介模型（模型6）。
智能手机成瘾对学业成绩的影响是负面的且具有统计学意义。一般自我效能感在智能手机成瘾与学业成绩之间的关系中未起到中介作用，但学业复原力和认知考试焦虑起到了中介作用。
认知考试焦虑和学业复原力介导了智能手机成瘾与学业成绩之间的关系。人们认为这些发现将为试图提高学业成绩的教师和学校管理人员提供指导。
