Investigating the mediating role of self-regulation in the association between smartphone addiction and academic performance: a nationally representative study of Taiwanese students from primary to university levels

Abstract

This study examines the mediating role of self-regulation in the relationship between smartphone addiction and academic performance across four educational levels (primary, middle, high school, and university) in a large sample of 6,154 Taiwanese students. The results show that self-regulation attenuates the negative effect of smartphone addiction on academic achievement, but this indirect pathway is contingent on age and gender. Specifically, gender moderates the association between smartphone addiction and self-regulation among high school students, while age moderates the link between self-regulation and academic achievement among university students. These findings advance the understanding of demographic variations in smartphone addiction and offer practical implications for educators, underscoring the need for targeted interventions for high-risk groups, particularly high school girls and younger university students.