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Updated: Jun 27, 2025

An Assessment Method and Toolkit to Evaluate Keyboard Design on Smartphones
Published on: October 5, 2020
Problematic smartphone use and academic achievement: A systematic review and meta-analysis
Adrian Paterna1, Manuel Alcaraz-Ibáñez1, Jose M Aguilar-Parra1,2
11Health Research Centre and Department of Education, University of Almería, Spain.
Background And Aims:
The present study aimed to synthesize existing quantitative evidence on the relationship between problematic smartphone use (PSU) and academic achievement with a focus on quantifying its magnitude and examining its potential moderators.
Methods:
Eligible studies were searched for up to February 10, 2023 in six different databases (i.e., MEDLINE, Current Contents Connect, PsycINFO, Web of Science, SciELO, and Dissertations & Theses Global). Studies were considered eligible if they provided information derived from self-report instruments that allowed statistical calculation of the relationship between PSU and academic achievement. Pooled effect sizes (r) were computed using a random-effects model. Meta-regressions were conducted to test the influence of study-level moderators on the relationship of interest. Influence analyses and a three-parameter selection model (3PSM) were conducted to examine the robustness of the results and publication bias, respectively.
Results:
A total of 33 effect sizes from 29 studies (n = 48,490) were retrieved. Results showed a small effect size (r = -0.110), which tended to be larger in samples consisting of students from elementary and middle schools.
Discussion And Conclusions:
Findings from the present study contribute to the understanding of a potential determinant of decreased academic achievement by providing evidence that PSU may be one of them.
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