The role of smartphone addiction in the relationship between perceived parental and teacher academic involvement and academic procrastination behavior at middle school students

The aim of this research is; to investigate the role of smartphone addiction in the relationship between perceived parental and teacher academic involvement and academic procrastination behaviors at middle school students. In addition to this purpose, it is aimed to determine whether there are statistically significant differences between the students' demographics such as gender, class, education levels of their parents and their academic procrastination behavior levels. In the research, data were collected via questionnaire forms from 590 middle school students in Odunpazarı district of Eskişehir in 2019-2020 academic year. The questionnaire forms used in the study consists of students' demographic characteristics, perceived parental and teacher academic involvement levels, frequency of academic procrastination behavior and degree of smart phone addiction. For the purposes of the study, in order to determine the relationships between the variables, the data were subjected to regression analysis through SPSS 22.0. The results of the study show that; there is a negative correlation between perceived parental and teacher academic involvement and academic procrastination behavior, and it is also determined that smartphone addiction plays a partial mediator role in this relationship. On the other hand boys have more academic procrastination behaviors than girls and the frequency of academic procrastination behaviors increases as the class level increases. Keywords: Perceived parental and teacher academic involvement, Academic procrastination, Smartphone addiction