Metacognitions about smartphone use among high school students with different academic performance

Author: Miklyaeva A., Panferov V., Herzen State Pedagogical University of Russia (Russia)

Keywords

smartphone use, metacognition, academic performance, high school students

Abstract

Introduction. The impact of smartphone use on personal well-being and effectiveness of educational activities is discussion issue involving teachers and school students, which determines the relevance of the task of studying their metacognitions about smartphone use (MSU). MSU is a reflection of the subject's own beliefs associated with smartphone use. The study was aimed to analyzing the differences in MSU of high school students with various academic performance. Materials and methods. The study involved 158 school students (84 female) of 10th-11th grades aged 16.69 ± 0.68. Empirical data was collected with modified self-report scale "Metacognitions about problematic smartphone use" and questionnaires about academic and socio-demographic information. Results. Factor analysis identified three scales in “Metacognitions about problematic smartphone use" (Kronbach alpha 0.71-0.89): "Recreational and relaxation function of the smartphone" (37% of variance), "Smartphone addiction" (19%), "Smartphone as a hindrance to study" (10%). Regardless of academic performance, the structure of MSU is dominated by positive metacognitions (smartphone as a tool for relaxation and distraction from problems). The students with below-average academic performance more often note that smartphone prevents them from learning (F=3.16 p<0.05), while the indicators in the sample of boys are higher than among girls (F=4.02 p<0.01). In addition, the girls with below-average academic performance are significantly more likely than boys to note signs of smartphone addiction (F=3.23 p<0.05). Conclusion. High school students are characterized by awareness of the predominantly positive effects of smartphone use. At the same time, high school students with below-average academic performance reflect the negative impact of smartphones on effectiveness of educational activities, however, girls reflect the excessive use of smartphone as a key factor of this influence only. The results should be used for developing smartphone addiction preventive programs. Funding. The research was supported by an internal grant of the Herzen State Pedagogical University of Russia.

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