Cell Phone Addiction, Anxiety and Distraction and Their Relationship to Learning Achievement

This study sought to establish the causal relationship between cell phone addiction, anxiety, and distraction and their influence on learning achievement among university students. The methodology applied is non-experimental at the explanatory level of the cross-section. Data were collected from 210 students aged 17 to 25 years old. The data was treated by modelling structured equations based on the variance, which is a multivariate model. This study focused on critical factors: cell phone addiction, anxiety, distraction, and their relationship to learning achievement. Each of these variables was subjected to meticulous analysis, the reliability of which was confirmed throughout the process. This detailed examination revealed its importance and influence on the academic performance of higher education students. The most salient finding suggests that cell phone addiction and anxiety are positively correlated with learning achievement. In contrast, distraction was harmful. An increase in anxiety and cell phone addiction was associated with better academic performance, while an increase in distractibility was associated with decreased academic performance. These findings highlight the complexity of the relationship between these variables and their impact on academic performance.