Problematic smartphone use and academic achievement: A systematic review and meta-analysis

Abstract

AbstractBackground and aimsThe present study aimed to synthesize existing quantitative evidence on the relationship between problematic smartphone use (PSU) and academic achievement with a focus on quantifying its magnitude and examining its potential moderators.MethodsEligible studies were searched for up to February 10, 2023 in six different databases (i.e., MEDLINE, Current Contents Connect, PsycINFO, Web of Science, SciELO, and Dissertations & Theses Global). Studies were considered eligible if they provided information derived from self-report instruments that allowed statistical calculation of the relationship between PSU and academic achievement. Pooled effect sizes (r) were computed using a random-effects model. Meta-regressions were conducted to test the influence of study-level moderators on the relationship of interest. Influence analyses and a three-parameter selection model (3PSM) were conducted to examine the robustness of the results and publication bias, respectively.ResultsA total of 33 effect sizes from 29 studies (n = 48,490) were retrieved. Results showed a small effect size (r = −0.110), which tended to be larger in samples consisting of students from elementary and middle schools.Discussion and ConclusionsFindings from the present study contribute to the understanding of a potential determinant of decreased academic achievement by providing evidence that PSU may be one of them.