Examining Relationship Between Nomophobia and Academic Performance; Moderating Role of Academic Motivation
DOI:
https://doi.org/10.55737/qjssh.vi-i.25324Keywords:
Nomophobia, Perceived Academic Performance, Academic Motivation, Academic PerformanceAbstract
Using internet and electronic gadegets for information, socialization, and gaming purposes has tremendously increased mobile phone dependence among students. This has resulted in the experiences of nomophobia which adversely affects students' academic achievements. However, those who have higher academic motivation can ovrcome their mobile gadget dependence, reduce their nomophobia, and increase their academic performance. The current study has examined the relationship between nomophobia and perceived academic performance while focusing on the moderating role of academic motivation. A sample of 305 students from different colleges and universities was surveyed. The Nomophobia Questionnaire, the Academic Performance Scale, and the Academic Motivation Scale were used to achieve the study objectives. Results revealed a significant negative relationship between nomophobia and academic performance indicating that students having higher levels of nomophobia had perceived their academic performance as lower. Additionally, academic motivation had a positive impact on the perceived academic performance but failed to moderate the relationship between nomophobia and perceived academic performance. Moreover, students who spent more time on their mobile phones reported higher nomophobia. These findings suggest that there might be several other factors associated with perceived academic performance that could reduce the negative effects of nomophobia on perceived academic performance.
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