Mobile Phone Use and Academic Procrastination and their Effects on Academic Performance

Abstract

With the widespread use of smartphones among adolescents, concerns have grown about the impact of screen time on academic behaviors, particularly procrastination. Previous research links excessive phone use to academic procrastination and reduced performance, but more exploration is needed on its effects on students’ self-control, school participation, and achievement. This study asked: How does screen time correlate with procrastination and academic achievement among high school students? Using a quantitative cross-sectional design, data was collected from 208 high school students via an anonymous online survey. Descriptive statistics and Spearman’s Rho correlation were used to assess relationships among screen time, procrastination, and self-reported academic performance. Findings revealed that 37% of students checked their phones a few times daily, while 40% checked every hour or more. Although 18% believed smartphone use improved academic performance, 52% reported it negatively impacted their ability to study or complete homework. Most students spent 3–4 hours or more per day on their phones. A significant positive correlation was found between screen time and procrastination, indicating that more time on smartphones is linked to increased delays in schoolwork. However, there was no significant correlation between screen time and students’ perceptions of their academic performance or actual grades. Despite 60% of students reporting no perceived academic impact, many acknowledged increased distractions and procrastination tied to phone use. These results support earlier findings that mobile phone overuse can increase the likelihood of academic procrastination among adolescents.