BEHAVIORAL INTENTION TO USE SMARTPHONES AND INTERACTION COMPETENCY: DETERMINANTS OF STUDENT ACADEMIC SUCCESS

Abstract

This study investigated the effects of interaction competency and behavioral intention to use smartphones on academic performance among students. A quantitative correlational research design was employed with a sample of 103 participants selected through purposive sampling. Standardized instruments were used to assess interaction competency, behavioral intention to use smartphones, and academic performance. Data were analyzed using descriptive statistics, correlation, and regression analyses. Results revealed that both interaction competency and behavioral intention to use smartphones were significant positive predictors of academic performance. Interaction competency explained 9.3% of the variance in academic outcomes, while behavioral intention to use smartphones accounted for 24.3%, emerging as the stronger predictor. These findings suggest that while communication and interpersonal skills remain important for student achievement, purposeful smartphone use plays a more decisive role in enhancing academic success. The study highlights the dual importance of developing students’ interaction skills and fostering intentional technology use in educational contexts. Implications for educators include integrating communication training and structured mobile learning strategies into teaching practices. Future research should explore additional mediating or moderating factors to better understand the dynamics between social competencies, technology use, and academic performance.