scholarly journals Smartphone Use and Academic Performance: First Evidence from Longitudinal Data

2020 ◽  
Author(s):  
Simon Amez ◽  
Suncica Vujic ◽  
Lieven De Marez ◽  
Stijn Baert
Keyword(s):  
Academic Performance ◽  
Longitudinal Data ◽  
Smartphone Use

scholarly journals Smartphone use and academic performance: First evidence from longitudinal data

2021 ◽  
pp. 146144482110123
Author(s):  
Simon Amez ◽  
Sunčica Vujić ◽  
Lieven De Marez ◽  
Stijn Baert
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Panel Data ◽  
Longitudinal Data ◽  
Random Effects ◽  
Individual Characteristics ◽  
Percentage Points ◽  
Smartphone Use ◽  
Causal Impact ◽  
First Time

To study the causal impact of smartphone use on academic performance, we collected – for the first time worldwide – longitudinal data on students’ smartphone use and educational performance. For three consecutive years, we surveyed all students attending classes in 11 different study programmes at two Belgian universities on general smartphone use and other drivers of academic achievement. These survey data were merged with the exam scores of these students. We analysed the resulting data by means of panel data random-effects estimation controlling for unobserved individual characteristics. A 1 SD increase in overall smartphone use results in a decrease of 0.349 points (out of 20) and a decrease of 2.616 percentage points in the fraction of exams passed.

Addressing the Problem of Student- Athlete Sleepiness: Feasibility of Implementing an Interactive Sleep Workshop at a Division I School

2016 ◽  
Vol 10 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Emily Kaier ◽  
Danielle Zanotti ◽  
Joanne L. Davis ◽  
Kathleen Strunk ◽  
Lisa DeMarni Cromer
Keyword(s):  
Academic Performance ◽  
Longitudinal Data ◽  
Student Athletes ◽  
Sleep Hygiene ◽  
Division I ◽  
Daily Functioning ◽  
Student Athlete ◽  
Daytime Functioning ◽  
Sleep Behaviors

Sleep concerns are prevalent among student-athletes and can result in impaired athletic and academic performance. The current study investigated the feasibility and effectiveness of a brief sleep workshop for student-athletes. Athletes (N = 152) completed baseline and follow-up questionnaires (n = 104) after the intervention. Greater than half of the athletes (51%) who attended the workshops and followup reported at least one change in sleep behaviors. Results revealed a significant decrease in sleepiness from baseline to follow-up and an improvement in daytime functioning. Although athletes reported an increase in problematic sleep hygiene behaviors, they recorded significant increases in sleep knowledge from baseline to follow-up, which was maintained at the second follow-up. These longitudinal data provide evidence that a brief psychoeducation sleep workshop for student-athletes is promising for improving sleep knowledge and daily functioning.

scholarly journals Smartphone Use and Academic Performance: Correlation or Causal Relationship?

2018 ◽  
Author(s):  
Stijn Baert ◽  
Suncica Vujic ◽  
Simon Amez ◽  
Matteo Claeskens ◽  
Thomas Daman ◽  
...  
Keyword(s):  
Academic Performance ◽  
Causal Relationship ◽  
Smartphone Use

scholarly journals The Negative Effect of Smartphone Use on Academic Performance May Be Overestimated: Evidence From a 2-Year Panel Study

2020 ◽  
Vol 31 (11) ◽  
pp. 1351-1362
Author(s):  
Andreas Bjerre-Nielsen ◽  
Asger Andersen ◽  
Kelton Minor ◽  
David Dreyer Lassen
Keyword(s):  
Academic Performance ◽  
Fixed Effects ◽  
Panel Study ◽  
Student Characteristics ◽  
Fixed Effects Model ◽  
Data Set ◽  
Course Characteristics ◽  
Negative Effect ◽  
Smartphone Use ◽  
The Relationship

In this study, we monitored 470 university students’ smartphone usage continuously over 2 years to assess the relationship between in-class smartphone use and academic performance. We used a novel data set in which smartphone use and grades were recorded across multiple courses, allowing us to examine this relationship at the student level and the student-in-course level. In accordance with the existing literature, our results showed that students’ in-class smartphone use was negatively associated with their grades, even when we controlled for a broad range of observed student characteristics. However, the magnitude of the association decreased substantially in a fixed-effects model, which leveraged the panel structure of the data to control for all stable student and course characteristics, including those not observed by researchers. This suggests that the size of the effect of smartphone usage on academic performance has been overestimated in studies that controlled for only observed student characteristics.

scholarly journals Smartphone Addiction among University Students and Its Relationship with Academic Performance

2017 ◽  
Vol 10 (1) ◽  
pp. 48 ◽  
Author(s):  
Jocelyne Boumosleh ◽  
Doris Jaalouk
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Business Students ◽  
Statistical Significance ◽  
Risk Groups ◽  
Smartphone Addiction ◽  
Lifestyle Behaviors ◽  
Grade Point ◽  
Smartphone Use

BACKGROUND & OBJECTIVE: Smartphone use is almost universally relied on among college students. Whether smartphone addiction among college students has a negative predictive effect on academic performance is hardly studied. Previous research found an apparent association between smartphone use and academic achievement partly explained by the nature of the task the student is engaged in when using a smartphone. This study aims to assess the relationship between smartphone addiction and students’ academic performance controlling for important potential confounding variables.METHODS: A sample of 688 undergraduate students was randomly selected from Notre Dame University, Lebanon. Students were asked to fill out a questionnaire that included a) questions on variables related to socio-demographics, academics, smartphone use, and lifestyle behaviors; and b) a 26-item Smartphone Addiction Inventory (SPAI) Scale. Multiple logistic regression was performed to assess the independent association between smartphone addiction and cumulative grade point average (GPA).RESULTS: 49% reported smartphone use for at least 5 hours during a weekday. Controlling for confounding effects in the model, the association between total SPAI score and GPA did not reach statistical significance, whereas alcohol drinking (OR= 2.10, p=0.026), age at first use of smartphone (OR=1.20, p=0.042), use of smartphone for study-related purposes (OR=0.31, p=0.000), class (OR=0.35 (senior vs. sophomore standing), p=0.024), and faculty (ORs of 0.38 and 0.35 (engineering and humanities, respectively, vs. business students)) were found to be independent predictors of reporting a GPA of < 3.CONCLUSION: Findings from our study can be used to better inform college administrators and faculty about most-at- risk groups of students who shall be targeted in any intervention designed to enhance low academic performance.

scholarly journals How students’ self-control and smartphone-use explain their academic performance

2020 ◽  
pp. 106624
Author(s):  
Eve Sarah Troll ◽  
Malte Friese ◽  
David D. Loschelder
Keyword(s):  
Academic Performance ◽  
Self Control ◽  
Smartphone Use

Sustaining school improvement in a high-need school

2017 ◽  
Vol 55 (3) ◽  
pp. 297-315 ◽  
Author(s):  
Nathern Okilwa ◽  
Bruce Barnett
Keyword(s):  
Academic Performance ◽  
School Improvement ◽  
Longitudinal Data ◽  
Student Performance ◽  
Student Mobility ◽  
Demographic Data ◽  
High Mobility ◽  
State Level ◽  
Collective Responsibility ◽  
Content Type

Purpose The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals. Design/methodology/approach The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with teachers, the principal, and parent leaders. Findings The analyses of these longitudinal data revealed four ongoing factors were responsible for sustained academic performance: high expectations, distributed leadership, collective responsibility for student performance, and data-based decision making. However, challenges that persistently confront Robbins staff include limited resources (e.g. technology and library materials), high mobility rate, and some cases of unsupportive parents. Originality/value This study adds to understanding how high-need urban schools can sustain high academic performance in spite of changes in principals, shifting community demographics, and high student mobility.

The influence of smartphones on academic performance

2016 ◽  
Vol 34 (3) ◽  
pp. 480-499 ◽  
Author(s):  
Yong Jeong Yi ◽  
Soeun You ◽  
Beom Jun Bae
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Measurement Model ◽  
Mobile Technologies ◽  
Path Modeling ◽  
Cross Sectional Survey ◽  
Performance Impact ◽  
Cross Sectional ◽  
Content Type ◽  
Smartphone Use

Purpose The purpose of this paper is to investigate the factors that influence college students’ smartphone use for academic purposes by identifying the task-technology fit (TTF) of smartphones. A research model is proposed to explain how TTF of smartphones affects college students’ perceived academic performance and smartphone use. Design/methodology/approach Online surveys were administered to college students at a South Korean university that has offered online academic services for more than five years, and 1,923 valid responses were analyzed. The study used partial least squares path modeling to evaluate the measurement model, and the bootstrapping technique to test the significance of the hypotheses. Findings The findings highlight that the TTF of smartphones has a direct influence on students’ perceptions of performance impact and an indirect influence on smartphone use through a precursor of utilization, such as attitude toward smartphone use, social norms and facilitating conditions. Research limitations/implications Despite a reasonably large sample, a single cross-sectional survey has a likelihood of selection bias in the sample. Practical implications This study applies the TTF model to smartphone use among college students and suggests an effective way to motivate them to use mobile technologies for their academic activities. Originality/value The present study develops an empirical model to assess the adoption of smartphones and its effect on college students’ academic performance. Above all, the study identifies a causal relationship among TTF, precursor of utilization, smartphone use and a perceived impact on academic performance based on the development and validation of the TTF constructs of smartphones.

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