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VOL. 10, ISSUE 2 (2025)
Examining smartphone addiction and academic self-efficacy as correlates of academic performance among undergraduates
Authors
Ifeoma Ebele, Faustina Ebelechukwu Michael
Abstract
This study examined smartphone addiction and academic self-efficacy as
correlates of academic performance. Two hypotheses derived from the specific
objectives of the study were tested. This study is cross-sectional and adopts
the survey design. The study used quantitative data and this was gathered with
a questionnaire used to elicit responses from 110 participants. Pearson Product
Moment Correlation was used to test the hypotheses. Results suggest that
smartphone addiction correlates negatively with academic performance and
academic self-efficacy correlates positively with academic performance As
regards the research findings, the following were recommended; lecturers and
school management are advised to enact regulations that restrict smartphone use
during lectures to maintain a conducive learning atmosphere that will help
improve academic self-efficacy of students that will ultimately translate to
improved academic performance. Students should also maintain a positive use of
smartphones, by including themselves in more academic social forums online
rather than spend countless hours on platforms that have no ties with their
discipline among others.
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Pages:141-145
How to cite this article:
Ifeoma Ebele, Faustina Ebelechukwu Michael "Examining smartphone addiction and academic self-efficacy as correlates of academic performance among undergraduates". International Journal of Advanced Education and Research, Vol 10, Issue 2, 2025, Pages 141-145
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