A motivational approach to understanding problematic smartphone use and negative outcomes in university students

Considering the rising integration of smartphones into classrooms, the purpose of this research was to explore the relationship between problematic smartphone use (PSU) and negative outcomes through the lens of selfdetermination theory. This study examined 1,039 students' reported academic motivation, PSU, anxiety, insomnia, and perceived stress. The first objective of this study was to examine how motivational orientations could predict PSU. Then, we examined how motivational orientations and PSU, when used as a mediating variable, could be modeled to predict negative student mental health outcomes (anxiety, insomnia, and perceived stress). As predicted, statistically significant results suggested that autonomous academic motivation was associated with less PSU (beta = - 0.16), as well as less anxiety (beta = - 0.12), insomnia (beta = - 0.16), and stress (beta = - 0.10). In contrast, higher levels of controlled academic motivation were associated with more PSU (beta = 0.37), as well as higher levels of anxiety (beta = 0.49) and insomnia (beta = 0.41). Amotivation was also positively related to PSU (beta = 0.17), anxiety (beta = 0.36), insomnia (beta = 0.62), and stress (beta = 0.22). All indirect effects (mediation effects) were statistically significant and in the predicted direction: the impact of autonomous motivation on negative outcomes was mediated by lower levels of PSU while controlled motivation and amotivation were mediated by higher levels of PSU. Overall, this study advanced the understanding of PSU in university classrooms by demonstrating a link with academic motivation and mental health outcomes.

Automated summary

This study explores the relationship between problematic smartphone use and negative outcomes, including anxiety, insomnia, and perceived stress, through the lens of selfdetermination theory. The results suggest that autonomous academic motivation is negatively associated with problematic smartphone use and negative student mental health outcomes, while controlled academic motivation and amotivation are positively associated with them.