Problematic smartphone use and academic achievement: A systematic review and meta-analysis
Paterna A, Alcaraz-Ibáñez M, Aguilar-Parra JM, Salavera C, Demetrovics Z, Griffiths MD
Journal of behavioral addictions · 41 citas
Cómo se estudió
- Diseño
- Metaanálisis (indexado por PubMed)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
- Gobierno
- Ministerio de Universidades
- Gobierno
- Hungarian National Research, Development and Innovation Office
- Subvenciones
- Ministerio de Universidades (UAL RRA202101)
Según 2 financiadores declarados.
Publicación
- Publicado
- 2024-04-26 · J Behav Addict · vol. 13 · número 2 · págs. 313–326
- Editorial
- Akadémiai Kiadó
- Citado
- 77 citas · más que el 99% de estudios similares · 9.5× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 120 trabajos
- Acceso
- Acceso abierto (revista) · CC-BY-NC
- Áreas de investigación
- Impact of Technology on Adolescents · Child Development and Digital Technology · Perfectionism, Procrastination, Anxiety Studies
- Palabras clave
- smartphone addiction, academic performance, students, primary and secondary school students, effect size, publication bias
- MeSH
- humans, students, child, smartphone, academic success, internet addiction disorder
6 autores
- Adrián Paterna🇪🇸University of Almería
- Manuel Alcaraz‐Ibáñez🇪🇸University of Almería
- José M. Aguilar-Parra🇪🇸University of Almería
- Carlos Salavera🇪🇸Universidad de Zaragoza
- Zsolt Demetrovics🇭🇺🇦🇺Eötvös Loránd University; Flinders University; University of Gibraltar
- Mark D. Griffiths🇬🇧Nottingham Trent University
Resumen
El texto original del estudio, en el idioma en que se publicó.
Background and aims
The present study aimed to synthesize existing quantitative evidence on the relationship between problematic smartphone use (PSU) and academic achievement with a focus on quantifying its magnitude and examining its potential moderators.
Methods
Eligible studies were searched for up to February 10, 2023 in six different databases (i.e., MEDLINE, Current Contents Connect, PsycINFO, Web of Science, SciELO, and Dissertations & Theses Global). Studies were considered eligible if they provided information derived from self-report instruments that allowed statistical calculation of the relationship between PSU and academic achievement. Pooled effect sizes (r) were computed using a random-effects model. Meta-regressions were conducted to test the influence of study-level moderators on the relationship of interest. Influence analyses and a three-parameter selection model (3PSM) were conducted to examine the robustness of the results and publication bias, respectively.
Results
A total of 33 effect sizes from 29 studies (n = 48,490) were retrieved. Results showed a small effect size (r = -0.110), which tended to be larger in samples consisting of students from elementary and middle schools.
Discussion and conclusions
Findings from the present study contribute to the understanding of a potential determinant of decreased academic achievement by providing evidence that PSU may be one of them.
Resumen vía Europe PMC. Los derechos de autor siguen siendo de los autores o la editorial (CC BY-NC).
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