Date of Award

4-17-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Debbie Conner

Second Advisor

Daphne Holland

Third Advisor

Anthony Setari

Abstract

Since the COVID-19 pandemic ended, U.S. postsecondary students' smartphone usage has increased. Smartphone usage has become more embedded into campuses and affects the lives of students pursuing postsecondary education. This study sought to explore whether three specific measures of smartphone usage can predict students' academic performance, self-efficacy, and sense of belonging. These measures included daily average screen time, daily average social screen time, and problematic smartphone usage.

First-time freshman (FTF) participants (n = 154) were sampled from four institutions of higher education in the Southeastern region of the United States. This study followed a cross-sectional design to distribute a survey comprised of three instruments: the "Problematic Smartphone Use and Technology Concern Measure" (PSUM), the "Sense of Social Fit Instrument" (SSF), and self-efficacy items from the "Academic Achievement and Motivation Survey" (AAMS). Screen time, social screen time, and problematic smartphone usage were assessed as independent predictor variables, while controlling for participants' demographic information (i.e., race, ethnicity, and sex). Data analysis was primarily conducted using multiple linear regression.

This study found that daily average screen time and daily average social screen time significantly predict the academic performance for FTF. The premise of these outcomes was the exacerbation of screen time in postsecondary settings, academic and non-academic. The remainder of the statistical analyses were not significant.

The findings highlighted the increased reliance on smartphone usage in postsecondary settings over the past 14 years, especially for Black students. This study was one of the first to examine the predictive influence of daily average social screen time on academic performance. Future research will need to be conducted concerning the influence of smartphone usage on merit scholarship maintenance, Satisfactory Academic Progress, and sense of belonging. Based on the implications, this study concluded with five recommendations to best support students, parents/guardians, institutions, faculty, and staff.

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