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<p>Cell phone multitasking (CPM) has become a prevalent behavior among college students, raising concerns about its impact on academic performance, measured by Grade Point Average (GPA), and psychological well-being (PWB). This study examines the mediating role of GPA in the relationship between CPM and PWB, offering insights into the complex interplay of these factors. 627 (74% female) undergraduate students from a large public university have participated in the study. The data was collected using a validated self-report quantitative questionnaire assessing CPM, GPA, and PWB. Spearman rank-order coefficient was used to compute the correlation between CPM and GPA and a hierarchical regression was administered to see how the CPM predicted the GPA of college students. One-way ANOVA was used to see the difference between the groups. The partial eta squared was used to determine the effect size between the groups. The PROCESS macro was used to perform mediation analyses. Spearman rank-order coefficient showed a negative correlation between CPM and GPA and a positive correlation between GPA and PWB. The strength of the correlation was weak between CPM and GPA, however, was marginal between GPA and PWB. The mediation effect of GPA on the association between CPM and PWB (Effect = − 0.0421, SE = 0.0154, <i>p</i> &lt; 0.05) was statistically significant. Results indicated that GPA acts as a mediator in the association between CPM and PWB. However, CPM did not have a direct impact on PWB. The evolving dynamics of cell phone multitasking present both challenges and opportunities for college students. Understanding its implications for GPA and PWB is essential for fostering environments that support holistic student development. This empirical study contributes to this understanding by examining the mediating role of GPA in shaping these relationships, offering a nuanced perspective on the interplay between technology use, education, and mental health.</p>

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From distraction to depression? The mediating role of academic performance in cell phone multitasking and psychological well-being

  • 期刊论文

  • 发表日期：

    2025年9月12日

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  • Suresh C. Joshi

摘要

Cell phone multitasking (CPM) has become a prevalent behavior among college students, raising concerns about its impact on academic performance, measured by Grade Point Average (GPA), and psychological well-being (PWB). This study examines the mediating role of GPA in the relationship between CPM and PWB, offering insights into the complex interplay of these factors. 627 (74% female) undergraduate students from a large public university have participated in the study. The data was collected using a validated self-report quantitative questionnaire assessing CPM, GPA, and PWB. Spearman rank-order coefficient was used to compute the correlation between CPM and GPA and a hierarchical regression was administered to see how the CPM predicted the GPA of college students. One-way ANOVA was used to see the difference between the groups. The partial eta squared was used to determine the effect size between the groups. The PROCESS macro was used to perform mediation analyses. Spearman rank-order coefficient showed a negative correlation between CPM and GPA and a positive correlation between GPA and PWB. The strength of the correlation was weak between CPM and GPA, however, was marginal between GPA and PWB. The mediation effect of GPA on the association between CPM and PWB (Effect = − 0.0421, SE = 0.0154, p < 0.05) was statistically significant. Results indicated that GPA acts as a mediator in the association between CPM and PWB. However, CPM did not have a direct impact on PWB. The evolving dynamics of cell phone multitasking present both challenges and opportunities for college students. Understanding its implications for GPA and PWB is essential for fostering environments that support holistic student development. This empirical study contributes to this understanding by examining the mediating role of GPA in shaping these relationships, offering a nuanced perspective on the interplay between technology use, education, and mental health.