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Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

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  • Dmitri Rozgonjuk

    (Institute of Psychology, University of Tartu, Tartu 50409, Estonia
    Department of Psychology, University of Toledo, Toledo, OH 43606, USA)

  • Kristiina Saal

    (Institute of Psychology, University of Tartu, Tartu 50409, Estonia)

  • Karin Täht

    (Institute of Psychology, University of Tartu, Tartu 50409, Estonia)

Abstract

Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19–46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19–46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.

Suggested Citation

  • Dmitri Rozgonjuk & Kristiina Saal & Karin Täht, 2018. "Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures," IJERPH, MDPI, vol. 15(1), pages 1-11, January.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:1:p:92-:d:125864
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    References listed on IDEAS

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    1. Daria J. Kuss & Mark D. Griffiths, 2011. "Online Social Networking and Addiction—A Review of the Psychological Literature," IJERPH, MDPI, vol. 8(9), pages 1-25, August.
    2. Jekaterina Rogaten & Giovanni Moneta & Marcantonio Spada, 2013. "Academic Performance as a Function of Approaches to Studying and Affect in Studying," Journal of Happiness Studies, Springer, vol. 14(6), pages 1751-1763, December.
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    Cited by:

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    2. Leona Harris & Niki Davis & Una Cunningham & Lia De Vocht & Sonja Macfarlane & Nikita Gregory & Saili Aukuso & Tufulasifa’atafatafa Ova Taleni & Jan Dobson, 2018. "Exploring the Opportunities and Challenges of the Digital World for Early Childhood Services with Vulnerable Children," IJERPH, MDPI, vol. 15(11), pages 1-18, October.
    3. Hanwen Chen & Caixia Wang & Tianci Lu & Baole Tao & Yuan Gao & Jun Yan, 2022. "The Relationship between Physical Activity and College Students’ Mobile Phone Addiction: The Chain-Based Mediating Role of Psychological Capital and Social Adaptation," IJERPH, MDPI, vol. 19(15), pages 1-13, July.
    4. Rocco Servidio & Mark D. Griffiths & Zsolt Demetrovics, 2021. "Dark Triad of Personality and Problematic Smartphone Use: A Preliminary Study on the Mediating Role of Fear of Missing Out," IJERPH, MDPI, vol. 18(16), pages 1-9, August.

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