Exploratory Study on the Influence of Social Skills, Students’ Well-Being, and Communication Skills on Smartphone Usage Among Junior Secondary School Students

Abstract

The escalating smartphone usage (SU) among Junior Secondary School (JSS) students necessitates rigorous investigation of its multifaceted impacts on social skills (SS), communication skills (CS), and student well-being (SW), particularly through the lens of mediation and moderation analysis that current studies have overlooked. This study aims to comprehensively analyze the impact of SU on SS, CS, and SW, considering the mediating and moderating roles of related variables. The research design utilized a survey and a cross-sectional approach involving JSC students in Banyumas Regency, Central Java Province, Indonesia (N=500). Data were collected using a questionnaire developed by adapting standardized instruments to measure SS, SW, CS, and SU, with validation through field trials. Data analysis used Structural Equation Modelling (SEM) to evaluate causal relationships and correlations between variables while testing the validity of the measurement model. The study results indicate that the variables SS and SW collectively have a significant impact on the increase in CS, accounting for 72% of the change. However, these two variables are less suitable for a direct relationship with SU, while SS, SW, and CS variables are involved. SS and SW are more appropriate when they have an indirect relationship with SU through CS, as indicated by high beta coefficients and correlation values (0.803). CS is a crucial intervening variable in understanding the indirect relationship between SU, SS, and SW. The findings highlight the theoretical importance of CS as a mediating variable in the relationship between SS, SW, and SU while offering practical insights for educators and policymakers to design interventions that enhance communication skills to positively influence students’ smartphone usage patterns.