The Mediating Roles of Time Management and Learning Strategic Approach in the Relationship Between Smartphone Addiction and Academic Procrastination

Figures & data

Figure 1 The conceptual multiple mediation model.

Table 1 The Demographic Profiles of Participants (N = 1129)

Variable	Levels	Frequency	Percentage
Sex	Male	635	56.2%
	Female	494	43.8%
Age	18	143	12.7%
	19	324	28.7%
	20	355	31.4%
	21	209	18.5%
	22	98	8.7%
Year of study	Freshmen	257	22.8%
	Sophomores	293	26.0%
	Juniors	318	28.2%
	Seniors	261	23.1%
Urban/Rural area	Urban	453	40.3%
	Rural	671	59.7%
	Missing	5
Major	Engineering	679	60.6%
	Art	308	27.5%
	Science	132	11.8%
	Missing	8

Table 2 Descriptive Statistics and Correlations Among Variables (N= 1129)

	M	SD	1	2	3	4	5
1 Sex	–	–	–
2 Age	19.82	1.14	0.06*	–
3 Smartphone addiction	2.69	0.70	−0.00	−0.03	–
4 Time management	10.08	1.36	0.04	0.11**	−0.11**	–
5 Learning strategic approach	3.21	0.56	0.02	0.10**	−0.19***	0.69***	–
6 Academic procrastination	2.58	0.55	0.01	−0.08**	0.40***	−0.54***	−0.47***

Notes: *p<0.05, **p<0.01, ***p<0.001, Sex code: 0 = men, 1 = women.

Figure 2 A multiple mediation model for the association between smartphone addiction and academic procrastination.

Note: **p<0.01, ***p<0.001.

Table 3 The Pathways of the Multiple Mediation Model

Pathways	Standardized Effect	95% CI
		Lower	Upper
Direct effects
SA1→AC	0.342	0.293	0.386
Indirect effects
SA1→TM→AC	0.031	0.009	0.053
SA1→SA2→AC	0.021	0.011	0.035
SA1→TM→SA2→AC	0.008	0.002	0.017
Total indirect effects	0.060	0.031	0.092

Abbreviations: SA1, smartphone addiction; TM, time management; SA2, learning Strategic approach; AC, academic procrastination.