SMARTPHONE ADDICTION AND ACADEMIC PROCRASTINATION IN UNIVERSITY STUDENTS: PSYCHOLOGICAL WELLBEING AS A MODERATOR

Abstract

Smartphones have become essential tools in modern life, facilitating communication, education, and business. However, excessive use can lead to addiction, disrupting daily routines and negatively affecting social, academic, and practical functioning. This study examines how psychological well-being moderates the relationship between smartphone addiction and academic procrastination among university students. A total of 168 students (86 men, 82 women) completed a paper-based survey. The study employed a cross-sectional correlational design using purposive sampling. The instruments included the Smartphone Addiction Scale, the Procrastination Assessment Scale-Students, and the Psychological Well-Being Scale. The results indicated positive but non-significant correlations among smartphone addiction, academic procrastination, and psychological well-being. However, moderation analysis revealed that psychological well-being significantly moderates the effect of smartphone addiction on academic procrastination. Gender differences showed that men scored significantly higher on smartphone addiction and academic procrastination than women. In contrast, women reported higher psychological well-being scores, although this difference was not statistically significant. The study discusses implications for student welfare, acknowledges its limitations, and offers recommendations for future research.