Impact of Compulsive Smartphone Usage on Academic Functioning of Adolescents

Abstract

The objective of the present study was to examine the relationship between Compulsive Smartphone Usage (CSU) and Academic Functioning among adolescents, framed within Self Determination Theory. A total of 247 class 12th students were selected via stratified random sampling from CBSE-affiliated schools in Bhopal, Madhya Pradesh. Participants responded to a structured survey comprising demographic information, the Compulsive Smartphone Use Scale (CSUS), and a researcher-designed Academic Functioning Scale (AFS). ANOVA results revealed a significant main effect of academic stream on CSU, with Arts-Commerce students reporting higher compulsive smartphone use than Science students, primarily on technological and psychological dimensions. Gender showed no significant main effect on total CSU. However, it significantly impacted objective performance with female students consistently achieving higher CGPA and have reported greater mental health distress. Stepwise regression analysis identified "Time and Overuse" as the primary predictor of academic functioning. Finally, the Psychological/Social component negatively affected the objective performance of students in terms of 11th-grade students in terms of decline in CGPA scores. The study identifies a critical "Perception-Performance Gap," where Arts-Commerce students credit smartphones for academic management. Implications are discussed regarding the necessity for digital wellbeing interventions that address the digital surrogate role of smartphones for autonomy, competence, and relatedness in high-pressure academic environments.