Impact of Nomophobia on Academic Achievement among Adolescents: Mediated by Academic Procrastination

Abstract

This study investigates the relationship between nomophobia, academic procrastination, and academic achievement among adolescents. A sample of students completed surveys assessing nomophobia, academic procrastination, and academic achievement. The results showed a significant negative relationship between nomophobia and academic achievement, and a significant positive relationship between nomophobia and academic procrastination. Academic procrastination was found to mediate the relationship between nomophobia and academic achievement. The findings suggest that nomophobia can have a detrimental impact on academic performance, both directly and indirectly through increased procrastination. The study's results have implications for educators, policymakers, and parents, highlighting the need for strategies to mitigate the negative effects of nomophobia and promote healthy mobile phone use habits among adolescents.