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Cell phones and grades: examining mediation by perceived control and anxiety

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Abstract

Considerable evidence shows that cell phone use (CPU) is detrimental to students’ academic achievement. However, researchers have yet to consider whether or not perceived academic control (PAC) and anxiety can mediate this effect. In this two-semester study, we examined the role of PAC and learning-related anxiety in affecting the relationship between students’ daily CPU and their final grades in a university course. The study used a series of multiple regressions supplemented by the Hayes’ mediation procedures with a sample of first-year undergraduate students (N = 931) in a research-1 university. The results showed that PAC partially reduced the negative effects of CPU on the grades of the female students while the effects of CPU and PAC were virtually independent for the male students. Anxiety, in turn, did not mediate between CPU and the students’ academic performance for either females or males.

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Acknowledgements

This research was supported by grants to R. P. Perry from the Social Sciences and Humanities Research Council of Canada (SSHRC) Insight program (435-2017-804) and the Royal Society of Canada, and to J. G. Chipperfield from SSHRC (435-2016-970).

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  1. Department of Psychology, University of Manitoba, Winnipeg, MB, Canada

    Masha V. Krylova, Robert P. Dryden, Raymond P. Perry, Judith G. Chipperfield, Rodney A. Clifton & Steve Hladkyj

  2. North Dakota State University, Fargo, ND, USA

    Jeremy M. Hamm

  3. University of Alberta, Edmonton, AB, Canada

    Patti C. Parker

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  1. Masha V. Krylova
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Krylova, M.V., Dryden, R.P., Perry, R.P. et al. Cell phones and grades: examining mediation by perceived control and anxiety. Soc Psychol Educ 23, 1277–1301 (2020). https://doi.org/10.1007/s11218-020-09581-z

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