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

Olger Albino Gutierrez Aguilar; Aleixandre Brian Duche Perez; Jair León-Lucano; Franklin Cordova Buiza; Sandra Chicaña-Huanca

doi:10.1007/978-981-99-7353-8_2

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

Título traducido de la contribución: Adicción al móvil, ansiedad y distracción y su relación con el rendimiento escolar

Olger Albino Gutierrez Aguilar, Aleixandre Brian Duche Perez, Jair León-Lucano, Franklin Cordova Buiza, Sandra Chicaña-Huanca

Facultad de ciencias de la empresa

Producción científica: Libro o Capítulo del libro › Contribución a la conferencia › revisión exhaustiva

Resumen

Este estudio pretende establecer la relación causal entre la adicción al móvil, la ansiedad y la distracción y su influencia en el rendimiento escolar de los estudiantes universitarios. La metodología aplicada es no experimental a nivel explicativo de corte transversal. Se recogieron datos de 210 estudiantes de entre 17 y 25 años. Los datos se trataron mediante la modelización de ecuaciones estructuradas basadas en la varianza, que es un modelo multivariante. Este estudio se centró en los factores críticos: adicción al móvil, ansiedad, distracción y su relación con el rendimiento escolar. Cada una de estas variables se sometió a un análisis meticuloso, cuya fiabilidad se confirmó a lo largo del proceso. Este examen detallado reveló su importancia e influencia en el rendimiento académico de los estudiantes de enseñanza superior. El hallazgo más destacado sugiere que la adicción al móvil y la ansiedad están positivamente correlacionadas con el rendimiento en el aprendizaje. Por el contrario, la distracción resultó perjudicial. Un aumento de la ansiedad y de la adicción al móvil se asoció con un mejor rendimiento académico, mientras que un aumento de la distracción se asoció con un menor rendimiento académico. Estos resultados ponen de relieve la complejidad de la relación entre estas variables y su impacto en el rendimiento académico.

Título traducido de la contribución	Adicción al móvil, ansiedad y distracción y su relación con el rendimiento escolar
Idioma original	Inglés estadounidense
Título de la publicación alojada	Lecture Notes in Educational Technology
ISBN (versión digital)	978-981-99-7353-8
DOI	https://doi.org/10.1007/978-981-99-7353-8_2
Estado	Indizado - 17 oct. 2023

Palabras clave

Anxiety
Learning achievement
Cell phone addiction

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

abstract = "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. {\textcopyright} The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.",

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AU - Duche Perez, Aleixandre Brian

AU - León-Lucano, Jair

AU - Cordova Buiza, Franklin

AU - Chicaña-Huanca, Sandra

PY - 2023/10/17

Y1 - 2023/10/17

N2 - 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. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

AB - 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. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

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KW - Learning achievement

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KW - Learning achievement

KW - cel phone addiction

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M3 - Conference contribution

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BT - Lecture Notes in Educational Technology

ER -

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

Resumen

Palabras clave

ODS de las Naciones Unidas

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Huella

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