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Relationship of Smartphone Addiction and Academic Procrastination: The Role of Self-Regulated Learning Strategies

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dc.contributor.advisor Esichaiku, Dr. Vatcharaporn
dc.contributor.author ur Rehman, Shakeel
dc.contributor.other Guha, Prof. Sumanta
dc.contributor.other Dailey, Dr. Matthew N.
dc.date.accessioned 2016-06-16T01:42:07Z
dc.date.available 2016-06-16T01:42:07Z
dc.date.issued 2016-07-14
dc.identifier.uri http://www.cs.ait.ac.th/xmlui/handle/123456789/822
dc.description.abstract Academic procrastination and smartphone addiction are considered two important social problems faced by university students. Both academic procrastination and smartphone addiction are viewed as self-regulation failure in different research studies but separately. The aim of this study was to investigate the relationship between academic stress, smartphone addiction, academic procrastination, self-regulation learning strategies and academic performance (CGPA). Data was collected using convenience sampling survey technique. Participants were 382 engineering undergraduate (75.65%) and graduate (24.35%); male (74.3%) and female (25.7%) students enrolled different field of study in Balochistan University of Engineering and Technology, Khuzdar (BUETK) Pakistan. First of all correlation and descriptive statistics (mean and standard deviation) were calculated. Then path analysis (SEM) was used to test relationship among variables. Then results and discussed section showed that all the variables were significantly associated with each other as suggested in hypothesis development. The results showed that academic procrastination and smartphone addictions were predictable through academic stress. Self-regulated learning strategy led to less academic procrastination and smartphone addiction. Academic performance (CGPA) was poorer by smartphone addiction and academic procrastination as reported by prior studies. Self-regulated learning strategies predicted academic performance (CGPA) with positive significant relationship. The negative relationship between academic performance (CGPA) with academic procrastination and smartphone addiction was partially mediated by self-regulated learning strategies. Self-regulated learning strategies, academic procrastination and smartphone addiction were predicted by age and gender as controlling variable which need further analysis. At the end recommendation for future work were presented at the conclusion section. en_US
dc.language.iso en en_US
dc.publisher AIT en_US
dc.subject Academic Procrastination, Smartphone Addiction, Academic Stress, Self- Regulation Learning Strategies, CGPA en_US
dc.title Relationship of Smartphone Addiction and Academic Procrastination: The Role of Self-Regulated Learning Strategies en_US
dc.type Research report en_US

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