How does students’ level of phubbing relate to academic engagement and performance variables?

• Aleksandra Kobicheva ^[1] ; Elena Tokareva ^[1] ; Tatiana Baranova ^[1]
  1. [1] Peter the Great Saint-Petersburg Polytechnic University
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 1, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-024-00905-7
• Enlaces
  • Texto completo
• Resumen

  • Phubbing is not only a consequence of technological advancements but also represents an entirely novel aspect of social conduct, impacting students' academic performance and the sustainability of development. The purpose of the study is to identify the relationship between students’ level of phubbing, academic engagement and academic performance and offer practical solutions for managing and controlling students’ level of phubbing. We measured students’ level of phubbing, academic engagement and academic performance. The study involved 513 undergraduate and graduate students of Peter the Great Polytechnic University. The study also uses the Phubbing Scale, student attendance records of face-to-face classes, records of completed tasks in Moodle, motivation questionnaire. According to the results, there is no significant difference between men and women. The degree of phubbing showed a robust connection to behavioral engagement, emotional engagement, cognitive engagement, and academic performance. Additionally, the extent of phubbing played a mediating role in the link between behavioral engagement, emotional engagement, cognitive engagement, and academic performance. So that all hypothesizes are supported. As a tool to control the level of phubbing we propose to organize and conduct additional seminars for first-year students in order to get acquainted with such a concept as phubbing, to discuss how this habit can have a negative effect on the academic and professional success of future specialists and to form “mindfulness” among students.

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