The Influence of Mobile Phone Dependence on Academic Achievement: The Mediating Role of Academic Procrastination

Abstract

In the digital era, the pervasive adoption of smartphones has exerted a profound impact on college students' daily lives and academic performance. Against this backdrop and grounded in social cognitive theory, this study hypothesizes that mobile phone dependence indirectly affects academic achievement through academic procrastination and constructs a corresponding mediation model. Employing a cross-sectional survey design, we sampled 407 students majoring in Computer Science and Technology at Hebei Agricultural University. The Mobile Phone Addiction Tendency Scale was utilized to assess the degree of mobile phone dependence, while the Procrastination Assessment Scale for Students evaluated academic procrastination behaviors. Concurrently, academic performance data were collected for quantitative analysis. The findings revealed a significant negative correlation between mobile phone dependence and academic performance, with academic procrastination serving as a mediating variable in their relationship. Structural equation modeling confirmed the hypothesis that mobile phone dependence indirectly influences academic performance via academic procrastination, wherein the mediating effect of academic procrastination accounted for 47.6% of the total effect. These results underscore the importance of regulating mobile phone usage and reducing academic procrastination to enhance college students' academic outcomes. Furthermore, the study provides a theoretical foundation for educational interventions and aids in formulating targeted strategies to optimize students' study habits.