Mobile phone dependence, social support and impulsivity in Chinese university students

This study examined the frequency of mobile phone dependence in Chinese university students and explored its association with social support and impulsivity. Altogether, 909 university students were consecutively recruited from a large university in China. Mobile phone use, mobile phone dependence, impulsivity, and social support were measured with standardized instruments. The frequency of possible mobile phone use and mobile phone dependence was 78.3% and 7.4%, respectively. Multinomial logistic regression analyses revealed that compared with no mobile phone dependence, possible mobile phone dependence was significantly associated with being male (p = 0.04, OR = 0.7, 95% CI: 0.4–0.98), excessive mobile phone use (p \u3c 0.001, OR = 1.2, 95% CI: 1.09–1.2), and impulsivity (p \u3c 0.001, OR = 1.05, 95% CI: 1.03–1.06), while mobile phone dependence was associated with length of weekly phone use (p = 0.01, OR = 2.5, 95% CI: 1.2–5.0), excessive mobile phone use (p \u3c 0.001, OR = 1.3, 95% CI: 1.2–1.4), and impulsivity (p \u3c 0.001, OR = 1.08, 95% CI: 1.05–1.1). The frequency of possible mobile phone dependence and mobile phone dependence was high in this sample of Chinese university students. A significant positive association with impulsivity was found, but not with social support

Profile transformation in mobile technology based educational systems : a thesis presented in partial fulfillment of the requirements for the degree of Master of Information Science in Information Systems at Massey University, Palmerston North, New Zealand

In order to meet the learning needs from various types of students, computer aided education systems try to include new methods to provide personalized education to every student. From the early 1970s, a lot of adaptive educational systems have been created to provide training on a variety of subjects. Combined with the Internet, the adaptive educational systems have become web-based and even more popular. Recently, the development of mobile technology has made the web-based adaptive educational systems accessible through mobile phones. It is necessary that the students can also receive adaptive educational contents on mobile phones. This research project investigated the possible student's preference differences between Personal Computer (PC) and mobile phone, and then proposed a student profile transformation framework to address such differences. This research project conducted two surveys on the student profile transformation between PC and mobile phone. A demo web-based educational system that could be accessed from both PC and mobile phone was also developed for participants of the surveys to give more real and precise responses. Based on Felder-Silverman Learning Style Theory (Felder, 1993; Felder & Silverman, 1988) and the results of the surveys, this thesis proposes a student profile template and a student profile transformation framework, which both fully considered the influences of device capabilities and locations on students' preferences on mobile phones. Furthermore, the proposed framework integrates a solution for unsupported preferences and preference conflicts. By implementing the proposed template and framework, the students' preference changes between PC and mobile phone are automatically updated according to various device capabilities and locations, and then the students can receive adaptive educational contents that meet their updated preferences

Mobile phone use amongst students in a university in Malaysia: its correlates and relationship to psychological health

The study explored the extent of mobile phone use amongst students of Universiti Putra Malaysia. Additionally, the study determined personal and family factors related to the mobile phone use and, the relationship between problem mobile phone use and psychological health of the students. The multi-stage cluster sampling was employed to identify the students (N=386) who completed a self-administered questionnaire. The students were found to spend on average 6 hours daily and USD18.70 monthly on their mobiles. Text message was the most used feature and peers were the most frequently contacted person. Older students used more voice calls while females text message more frequently. Male and younger students were more interested with other features (MMS and GPRS) of the mobiles. Students from higher income families spent more time and money on their mobile phone. Additional analyses showed that students with lower self-esteem and spent more time on the phone were more likely to be problem phone users. Adolescents who spend more time on their mobile phone were also more vulnerable to psychological disturbances. There is a need to further uncover underlying factors that influence students' mobile phone behavior, and the consequences of intense mobile phone use on their psychological well-being

Toward Mobile-Assisted Language Learning (MALL): Reaping Mobile Phone Benefits in Classroom Activities

Mobile phone has been studied by researchers in its connection with education-related activies. This study was aimed at investigating two research questions: 1) what are students' perception toward mobile phone to support classroom activities; 2) How do students experience mobile phone use to support classoom activities? This study employed qualitative method. To collect data, there were some technique used: questionnaire and observation. Students participated in this study were 70 students. Findings showed that student had positive perception and attitude toward mobile phone to support classroom activities. In classroom they used mobile phone to support classroom activitis. Reading E-Book that support subject, playing Audio and Video File, operating offline dictionary were activities supported by mobile phone use

The Effects of Cognitive-Behavioral Counseling on Self-esteem and the Tendency of Mobile Phone Addiction

The mobile phone users in students are increased dramatically. Unfortunately, excessive use of mobile phone could cause addiction. The addiction to mobile phone affecting the personal and social life of students. Therefore, authors decided to identify the effect of cognitive-behavioral counseling interventions on self-esteem and the tendency of mobile phone addiction in students of Vocational School 1 Muhammadiyah Semarang. Participants in the pretest were 120 students. This study used a quasi-experiment method, pretest-posttest control group design involving 12 students, randomly divided to experiment (6 students) and control group (6 students). The samples were selected using purposive sampling with low self-esteem criteria and a high tendency for mobile phone addiction. The MANCOVA test results proved that cognitive-behavioral counseling had an effect on self-esteem (F1.8=265.28; ηp2=0.963; p<0.001), and the tendency of mobile phone addiction (F1.8=1115.90; ηp2=0.973; p<0.001). The findings of this study proved that there were effects of cognitive-behavioral counseling interventions on self-esteem and the tendency of mobile phone addiction

Use of Mobile Phone and In-Vehicle Interaction: A Case study among selected students in Obafemi Awolowo University, Ile-Ife, Nigeria

Mobile phone use among university students is now pervasively altering their social interaction with others. The study investigated the influence of mobile phone use among commuting University Students on their interaction with co-travellers and the environment through which they travel. Three hundred students of Obafemi Awolowo University, Ile-Ife, Nigeria were purposively sampled to respond to a 10-minute questionnaire. The questionnaire contained questions such as ownership of mobile phones, type and number of phones owned, frequency of usage and the influence of mobile phone usage during transit on interaction between the students and their co-travelers and with the environment they traveled through. Results showed that all the respondents possessed at least one mobile phone. In addition, results revealed a negative correlation between time of use of mobile phone and interaction with co-travelers (α=0.05, r= -0.039) and no significant correlation between length of use of mobile phone and interaction with the environment (α=0.05, r=0.079). The study established that mobile phone intrusiveness has an influence on students' interaction during commuting

Youthful Lust and Violation of Mobile Phone Rule In a Private Christian Mission University, South West Nigeria

This study aims at discovering the difference in the perceived lack of privacy in communication and violation of mobile phone rule among students in a Private Christian Mission University, South-West Nigeria. It equally tries to discover if there is a difference in the perceived students’ desire to express love to the opposite sex and violation of mobile phone rule. Furthermore, it strives to investigate if there is a difference in the perceived students’, who are not born again and violation of mobile phone rule. Apart from these, it finds out the time that students use their phone secretly, gender of students most involved in this violation and reasons why they do not like using telephone service provided for them on campus. The study engages both quantitative and qualitative methods of data collection. It employs percentage to describe data collected. Chi-square was used to test its hypotheses @.005 level of significance. The result shows that most of the students caught for possession and use of phone were using it secretly at night. Moreover, male students were more involved in violation of mobile phone rule than their female counterparts. The study equally discovered: a difference in the perceived lack of privacy in communication and violation of mobile phone rule; difference in the perceived students’ desire to express love to the opposite sex and violation of mobile phone rule and difference in the perceived students who are not born again and violation of mobile phone rule. Six reasons were supplied by respondents for not patronizing phone service centre on campus. They are: ineffective and inefficiency of staff at the centre, congestion of students in phone centre etc

Effect of Mobile Phone Usage on Students during the Pandemics Covid-19

Our aim was to know the effect of mobile phone during lockdown among students A total number of 108 students completed the questionnaire The questions were asked related to mobile phone usage Students of secondary Higher secondary and higher education were the sample of the study Online survey was conducted finding of the study showed that all students in the study were using mobile phone majority of students were using their mobile phone more than before the lockdown During the pandemic they are spending more time on their mobile phone for different purposes like studies entertainment for gaming etc Result of the study also revealed that students are facing problem like eye irritation neck pain et

The Influence of Emotional State on Mobile Phone Addiction Tendency in College Students: The Mediation Role of Regulatory Emotion Self-efficacy

In order to explore the situation of college students’ emotional state, regulatory emotion self-efficacy and mobile phone addiction tendency as well as their relationships, a total of 350 college students were assessed with Mobile Phone Addiction Tendency Scale (MPATS), Positive Affect and Negative Affect Scale (PANAS) and the Scale of Regulatory Emotional Self-efficacy (SRESE). The result showed that: (1) 40.86% of college students had the tendency of cell phone addiction, which was serious; 72.0% of college students were in a positive emotional state, 22% were in a negative emotional state; college students' regulatory emotion self-efficacy was in the middle level; (2) there was no gender, grade, major type, household registration type (rural and urban) and whether only child difference in mobile phone addiction tendency; (3) the positive emotions of college students were negatively correlated with the tendency of mobile phone addiction, while the negative emotions were positively correlated with the tendency of mobile phone addiction, and the positive emotion was positively correlated with regulatory emotional self-efficacy；(4) the regulatory emotion self-efficacy had a partial mediating effect between the positive emotions and mobile phone addiction tendency and had no mediating effect between the negative emotions and mobile phone addiction tendency.