Objectively-measured and self-reported smartphone use in relation to surface learning, procrastination, academic productivity, and psychopathology symptoms in college students

Abstract

Numerous psychological variables are associated with self-reported/estimated smartphone use in college students. However, less is known about how additional psychological variables involving academic study and productivity relate to objectively-measured smartphone usage, such as procrastination, surface learning, and academic productivity. We administered psychological surveys to 103 college students from an American university and collected their objective smartphone use data using the iPhone's Screentime feature. Levels of depression, anxiety, and stress symptoms, as well as greater procrastination and surface learning, mildly-to-moderately inversely correlated with the number of objectively-measured phone pickups/screen-unlocks. Academic productivity moderately inversely correlated with objectively-measured smartphone use minutes. Unemployed students had more pickups and received more notifications. Results are discussed in the context of theory on pathways to excessive internet use, and the threaded cognition model of cognitive task interference.