The impact of smartphone use on academic achievement in the digital age: The mediating role of self-regulation

This study aims to examine the relationships among smartphone addiction, self-regulation skills, and academic achievement in university students. Specifically, it investigates whether self-regulation plays a mediating role in the relationship between smartphone addiction and academic achievement. The research was conducted using a correlational survey model, and the sample consisted of 340 university students studying in Turkey. Data were collected through the Smartphone Addiction Scale–Short Version, the Self-Regulation Scale, and students' self-reported academic grade point averages. Statistical analyses were performed using SPSS 30.0 and Hayes' PROCESS Macro Model 4. The findings revealed a significant negative relationship between smartphone addiction and self-regulation. Moreover, a significant positive relationship was found between self-regulation and academic achievement. Mediation analysis indicated that the indirect effect of smartphone addiction on academic achievement through self-regulation was statistically significant. These results suggest that smartphone addiction negatively affects academic achievement indirectly by weakening students' self-regulation skills. Accordingly, increasing students' awareness of digital technology use and implementing intervention programs to enhance self-regulation skills are of great importance.