Psychology Research and Behavior Management (Mar 2024)
Do Smartphone Addiction and Self-Regulation Failures Affect Students’ Academic Life Satisfaction? The Role of Students’ Mind Wandering and Cognitive Failures
Abstract
Mohammed Hasan Ali Al-Abyadh,1,2 Marwan Atallah Alatawi,3 Eslam Abdelhafiz Mohamed Emara,4 Sahar Abdulaziz Almasoud,5 Omar Alsetoohy,6 Ahmed Ramadan Mohammed Ali7 1Department of Special Education, College of Education in Al-Kharj, Prince Sattam bin Abdulaziz University, Al-Kharj, 11942, Kingdom of Saudi Arabia; 2College of Education, Thamar University, Dhamar, Yemen; 3Department of Special Education, College of Education and Art, University of Tabuk, Tabuk, Kingdom of Saudi Arabia; 4Department of Educational and Psychological Sciences, Faculty of Special Education, Damietta University, New Damietta, Egypt; 5Department of Teaching and Learning, College of Education and Human Development, Princess Nourah Bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia; 6Department of Hotel Management, Faculty of Tourism and Hotels, University of Sadat City, Sadat City, Egypt; 7Department of Psychology, Faculty of Education, The New Valley University, Kharga, EgyptCorrespondence: Omar Alsetoohy; Mohammed Hasan Ali Al-Abyadh, Email [email protected]; [email protected]: The purpose of this study is to investigate how smartphone addiction and self-regulation failure influence students’ academic life satisfaction considering the impacts of students’ mind wandering and cognitive failures. It also sought to look at how students’ minds wander, and cognitive failures are affected by smartphone addiction and self-regulation failure among university students.Methods: The WarpPLS-SEM software was used to analyze the research data retrieved from a sample of 950 undergraduate students from universities in Egypt and the Kingdom of Saudi Arabia (KSA).Results: In both countries, the findings revealed that students’ smartphone addiction and self-regulation failures negatively affect students’ academic life satisfaction and positively affect students’ mind wandering and cognitive failures. Additionally, smartphone addiction is positively related to failures of students’ self-regulation. Besides the negative influences of students’ cognitive failures on their academic life satisfaction, cognitive failures mediated negatively the relationship between mind wandering and students’ academic life satisfaction. Finally, students’ mind wandering mediated the relationship between smartphone addiction, self-regulation failure, and academic life satisfaction.Discussion: The study introduces fresh insights into the study variables that can be used to expand the literature on academic life satisfaction. The study provides theoretical and practical contributions to students, educators, and policymakers of education.Keywords: smartphone addiction, self-regulation failures, mind wandering, cognitive failures, academic life satisfaction, Egypt, KSA
