CHAPTER- II

Review of Related Literature

2.0 Introduction

Reviewing related literatures of the research topic helps the researcher upto a great extend. It
aids the researcher to get familiarize themselves with the existing problem of the current topic
or area where they are interested in conducting research. In any research project, evaluating
the related literature is crucial since it provides a solid foundation for tackling novel and
creative projects. It serves as a reference not only for work completed in the field but also for
identifying research gaps and weaknesses in the relevant area of study. This review facilitates
the formulation of hypotheses and aids in comprehending the potentialities of the current
challenge. Review of related literature is the backbone or fundamental of any field of study. It
is the most important and crucial part of any research project. Therefore, the formation of the
current study must follow a review of related studies, as research is a methodical and
scientific investigation into a specific field.

Examining relevant literature provides the researcher with up-to-date knowledge about the
topic of study and access to a wealth of previously completed research projects by other
academics or researchers. It is widely acknowledged that researchers cannot establish a solid
foundation without analyzing the pertinent literature. Consequently, conducting a review of
related literature is deemed necessary for all research projects, as it gives researchers
confidence in the conclusions of their work.

It is recommended that the researcher review the numerous books and encyclopedias related
to the relevant material to gain an insightful comprehension of the origins of the chosen
research topic and find out a better perception for doing research on the chosen topic.
Furthermore, the researcher should refer to educational research journals, dissertations,
international educational survey reports, several pertinent periodicals, articles published in
news articles and magazines, recommendations made in the nation's five-year plans, and
suggestions from various national and international agencies, commission and committee
reports, and studies accessible on websites, etc.
2.1.1 Purpose of Review of Related Literature

The following points serve as the purpose for reviewing related literature:
1) It provides readers with enormous number of research articles or other journals related to
the present study, which helps the readers to understand and comprehend the study and
compile it into one complete report.
2) It ought to update the researcher with the works done by others on the current topic and
thereby help them in framing objectives with clear and conscious decisions.
3) It serves as a principal element for a researcher to commence and to explore new research
areas, encouraging them to evaluate, sum up and compare original research in that specific
field/area.
4) It also tries to ensure that researchers do not repeat a research work already completed by
another researcher. Replicating a study is unnecessary when the stability and validity of its
results have already been clearly established.
5) It can provide the researcher with ideas relating to research directions or suggest the
researcher as where to focus on a particular field of study. Additionally, it offers insights into
the statistical methods through which the validity of results is to be established.
6) It helps in finding out similar studies complimenting or contradictory to the research area
and also helps in establishing research gaps in a particular study.
7) It offers a constructive analysis of the methodologies and approaches of other researchers.
Through this academic practice, students expand their intellectual horizons and confidently
engage with the topic of study. Following the literature review, the presentation consists of
selected concepts and information deemed pertinent to the current study project. The
following themes have been used to organize these studies and provide a relevant context for
presenting an analysis.

2.1.2 Studies conducted in India regarding smartphone addiction, academic

procrastination, and academic achievement
Akhila et al. (2024) conducted a study to investigate the relationship of behavioural problems
among upper primary school children and Smartphone addiction. The primary focus of the
paper was to investigate and assess the connection between behavioural issues in upper
primary school students and smartphone addiction. The findings revealed that upper primary
school students who were associated with increased behavioural issues, such as bullying,
aggression, and distraction had higher levels of smartphone addiction. The result was
supported by the discussion that excessive use resulted in a disregard for social relationships,
sports, and hobbies, as well as pressure to constantly reply to messages.

Beniwal & Dhull (2017) published an article on Procrastination: A Behaviour Need to be

changed to get Success. The article concluded with a discussion that the majority number of
human population have experienced the characteristic of procrastination atleast once or more,
that is the problem of delaying tasks that can be done well in time, but are chosen to be
completed at the last minute. Moreover, characteristics of procrastinators have also been
discussed in the article. They are consistently being late in every term—whether starting or
finishing something—as they find it hard to begin working. They frequently complain about
the difficulty of tasks and their busy schedules. They lack proper planning to accomplish
tasks, often do not complete what they start, and tend to forget important details. Their minds
are cluttered with too many things and to-do lists. Instead of prioritizing tasks, they remain
constantly active on social media, postponing their lists of tasks. Procrastination is a
behaviour that can be tackled and prevented, especially in the school settings.

Challa and Madras (2014) conducted a research study on the awareness and usage skills of
computers and internet usage among medical students. The study revealed that most
respondents did not use the internet for their academic, educational, and learning tasks.
Instead, the internet was used for the opposite purpose, such as engaging on social media,
downloading apps, watching movies and videos, or playing games online. The investigators
also suggested that students should receive proper guidance on sustainable internet usage.

Chaudhury and Tripathy (2018) investigated the impact cause by smartphone addiction on the
students’ academic performance. According to the findings of Chaudhury and Tripathy's
research paper, which examined the impact cause by smartphone addiction on the students’
academic performance, it was determined that a high level of smartphone addiction impairs
academic performance of the students. Additionally, the study also discovered that there was
a strong association between smartphone addiction and internet connectivity among the
subjects studied for the research study.

Choudhury et al. (2024) explored the college students’ association between social media
disorder and academic procrastination. The examination of the mediating roles of exhaustion
and intrusive thinking in the relationship of academic procrastination and social media
disorder was the primary focus of the research study. Findings of the research revealed a
significant gender differences in smartphone addiction, a positive correlation among all
variables. It also confirmed that addiction to smartphone has a direct as well as indirect
influenced on academic procrastination through three distinct mediating pathways.

Gupta et al. (2024) investigated the influence of the academic achievement of Sec. and Sr.
Sec. School students with regard to internet addiction as well as academic procrastination.
The primary objective of the research paper was directed to explore how academic
procrastination and internet addiction affected the academic progress in secondary and Sr.
secondary school students in the Delhi-NCR area. Findings for the main objective for the
research paper discovered academic procrastination to be a common characteristic among
students. It also reported that there is a link between higher levels of procrastination in
academic settings and poorer academic performance and increased mobile device usage. The
degrees of addiction level to internet among students varied. And it was disclosed that the
most common addiction level among the students were moderate level of addiction. Higher
academic achievement correlated with reduced internet addiction, less time spent on mobile
devices, and lower academic procrastination. Conversely, higher degrees of online addiction
and academic procrastination were associated with greater Smartphone usage.

Handa and Ahuja (2020) investigated smartphone addiction among young adults in India. The
examination of smartphone usage among young adults in India and to identify the possible
causes and effects of compulsive smartphone use was the primary focus of the study.
According to the findings, approximately 25% of participants scored high on the smartphone
addiction scale. The majority of respondents' time is spent on social networking sites and
apps like WhatsApp. The findings revealed that problematic smartphone usage behavior can
be predicted by fear of missing out. Additionally, the result of the research study also
discovered that when a person’s smartphone usage increases, their sleeping pattern and
quality of sleep is negatively affected by it.
Kalal et al. (2023) investigated the impact on the quality of sleep as well as academic
performance in regard to the nursing students’ smartphone addiction. This study was
conducted in Western Rajasthan and is an institutional-based cross-sectional study. The
examination of smartphone addiction and its effects on nursing students' sleep patterns and
academic achievement was the main focus of the research paper. The findings revealed that
moderate smartphone addiction affects a large percentage of nursing students. This addiction
has been linked to a higher likelihood of both poor academic performance and poor sleep
quality. The population under study needs educational programs on the proper utilisation of
smartphones in a healthy manner.

Karishma et al. (2023) conducted an observational study on the impact on knowledge,

cognitive and psychomotor skills among dental students in India with regard to smartphone
addiction. To assess the effects of smartphone addiction on the knowledge, cognitive abilities,
and psychomotor skills of Indian dental students were the primary objective of this
observational study. According to the findings of the primary objectives, students who are
addicted to smartphones perform worse on examinations based on theoretical and
clinical/preclinical assessment exams; most of them receive grades of III or IV. In conclusion,
dentistry students with smartphone addiction had lower cognitive, psychomotor, and
academic understanding.

Kaur (2016) conducted a comparative study to compare the Motivational Factors and
Personality Traits present in Academic and non-Academic Procrastinators. The research
findings established that there are three levels of procrastinators and several measures can be
taken to deal with them. The first level of procrastinators, which is high procrastination, can
be minimized or decreased by managing their time efficiently and by adopting productive
work patterns. Studying in a pleasant, comfortable, quiet, and clean setting can minimize
these distractions. Such surroundings lead to a positive effect, which can, in turn, help
concentration on work and decrease the probability of delays. The second level of
procrastinators can be addressed by teachers and instructors assigning them activities that are
fun and pleasurable yet challenging to increase their competitive drive. The third level of
procrastinators should be managed by assigning a psychological counsellor in schools to
create positive attitudinal behaviour.

Kumar (2020) conducted a research study on academic procrastination among adolescents

with regard to metacognition, perfectionism, and internet usage. Findings of the research
established that academic procrastination is one of the major problems faced by today’s
adolescents. The investigator revealed through his study that adolescents living in the urban
areas are more prevalent in academic procrastination as compared adolescents belonging to
the rural area, and it is more common in adolescent girls when compared with adolescent
boys. The results of the research findings also determined that academic procrastination can
be best predicted through an interactive effect of metacognition, perfectionism, and internet
usage, rather than their independent effects. The investigator advocated for timely support
among adolescents, and counselling to be provided to boost their confidence levels and their
sense of control over their activities, to lower the level of academic procrastination among
youths. The researcher also advocated for a joint effort of teachers, parents, and counsellors
for managing procrastination in these age group.

Kumar et al. (2024) conducted an observational study in high school adolescents with regard
to smartphone addiction and its correlation with academic performance. The purpose of the
present research paper was to determine the practice and dominance of smartphone addiction,
to investigate the relationship of addiction in smartphone and academic achievement, and to
examine how everyday smartphone use affects academic performance, aiming to shed light
on their interrelated impacts. Although no substantial correlation was found between
smartphone addiction and academic performance, the survey did reveal a 20.5% of teenagers
to be experiencing it. However, academic grades and increased smartphone usage on daily
basis were discovered to be negatively correlated, underscoring the need for interventions to
control screen time and promote improved academic performance in school-aged adolescents.

Malla (2021) using a mixed-method approach an investigation was carried out to study the
secondary school students’ academic procrastination by exploring the role of smartphone
addiction. The primary goal of the study was to determine how academic procrastination and
smartphone addiction is affected among secondary school students with relation to gender
that is male and female. Additionally, the present investigation also sought to investigate how
academic procrastination is impacted by smartphone addiction. The findings showed a
substantial mean difference in academic procrastination and smartphone addiction between
the variables i.e gender (male and female) secondary school pupils. Compared to female
students, male students were reported to be more likely to postpone their assignments and to
be addicted to their smartphones. Additionally, it has been discovered that academic
procrastination among school children can be caused due to several factors such as cyber-
loafing, anxiety and depression, and ineffective time management.

Naik et al. (2019) conducted a review study on the symptoms, impacts and causes of Mobile
Phone Addiction. It was revealed from the study that Mobile Phone Addiction is a secretive
disease affecting many phone users in the present decade. Users become increasingly
dependent on their devices, and this dependency leads to addiction. Once a person gets
addicted to their mobile phone, it slowly started to affect their psychological behaviour and it
becomes almost impossible to come out of the addiction as it requires immense efforts to do
so.

Nehra and Mehrotra (2022) conducted a research on the adolescents’ academic performance
of Rajasthan to investigate the impact of smartphone addiction. Primary motive of the article
was to examine how teenagers' use of smartphones affects their academic outcomes,
particularly for Sec. and Sr. Sec. School students in Rajasthan. The study's findings
demonstrated that, there is undoubtedly negative impact on teenager’s academic performance
and learning ability with the excessive usage of smartphone. But surprisingly, it was also
discovered that smartphone usage also positively influences their skills and cognitive
abilities, ultimately enhancing their performance in academic field.

Rajpurohit (2024) conducted a research study among nursing education to explore the
relationships of mobile phone addiction, academic procrastination, and academic
performance. Determining the connections between academic procrastination, academic
achievement, and cell phone addiction, particularly among nursing students were the primary
purpose of the research paper. The study discovered that among nursing undergraduates,
academic procrastination and cell phone addiction were positively correlated. However,
academic achievement was not directly impacted by cell phone addiction. Academic
procrastination was found to have a harmful effect on academic progress of students, as
evidenced by the notable negative influence it has on academic performance.

Rathakrishnan et al. (2021) conducted an exploratory research study among university

students’ smartphone addiction, sleep quality, and performance on academic. Investigating
the connection between academic achievement, sleep hygiene, and smartphone addiction was
the main objective of the present research paper. The findings showed that academic
performance of the university students decreased as smartphone addiction increased. The
results also demonstrated that students may perform poorly academically if they experience
poor-quality sleep. It has been established that smartphone addiction and poor sleep quality
are related, with excessive smartphone use among university students linked to inadequate
sleep quality.

Singh (2018) conducted a study, which disclosed that both the genders (male and female)
students use the internet equally. However, only a handful of students utilize the internet as an
educational empowerment tool. It is mostly used for bullying, random comments, or making
friends on social media. It was also suggested that the age ruled by hormones and chaos
should be monitored, with constant guidance sessions provided by teachers counsellor.

Subba and Chingnunhoih (2023) conducted a study among college students’ Smartphone
addiction and academic procrastination. The goal of the current study is to ascertain how
predictable college students' academic procrastination is in relation to smartphone addiction.
The study's primary conclusions state that gender does not significantly affect either the
PASS or the SAS scale. Despite this, some disparities between the genders were noted.
Research indicates that male students tend to procrastinate longer than female students.
However, it was revealed from the study that female students have a tendency to become
addicted to their smartphones as compared to their male counterparts.

Tandi (2020) investigated the Higher Secondary School students’ use of smart phone with
regard to locality, gender and academic streams. Through this study, the investigator found
that the overall duration of smartphone use indicated that urban students spend more time on
their smartphones compared to rural students. The investigator also reveals that boys use
smartphones more frequently than girls.

Verma and Panda (2021) explored the university students’ smartphone addiction and its
association with academic performance. The purpose of the explored paper was to
investigate, while accounting for respondent demographics, the connection between
university students' smartphone addiction and their relation to academic achievement. Results
of the explored paper established that there is a significant inverse relationship between
university students' smartphone addiction and academic performance.
Zeerak et al. (2024) undertook a multi-centric study in Karnataka, India where it aims to
study the undergraduate medical students’ smartphone addiction and their effects on
academic performance. The paper aimed to find out the impact of smartphone addiction on
students’ academic performance and also aim to identify the risk factors associated with it.
The outcome indicates that students' academic performance is negatively affected by
smartphone addiction. The researchers advised the educational institutions to incorporate
efforts to address smartphone addiction into their course of study and give emphasis on
mitigating the identified risk factors to alleviate this issue.

2.1.3 Studies Conducted Abroad on Smartphone Addiction, Academic Procrastination,

and Academic Achievement

Abbasi et al. (2021) investigated physical activity as a moderator and the impact of types of
content use on smartphone addiction and academic performance. Primary focus of the paper
was to determine how different types of content use affect academic performance and
smartphone addiction, while considering physical exercise (activity) as potential moderator.
According to the findings, the proper use of correct social media platform, games, and
entertainment could be of great help to prevent smartphone addiction. Academic performance
is positively influenced by study-related use but negatively affected by gaming-related use.
Moreover, the investigator also advised that physical activity can be used as a moderator to
minimize its detrimental effects of mobile phone use in apps such as games etc on academic
performance.

Albursan et al. (2022) investigated a study titled smartphone addiction among university
students in light of the COVID-19 pandemic: prevalence, relationship to academic
procrastination, quality of life, gender, and educational stage. The investigation emphasized
to find out the prevalence and distribution of academic related procrastination and
smartphone addiction in light of the COVID-19 pandemic among university students, to
identify the differences in these variables according to study stage and gender; and to assess
the predictive power of academic related procrastination and the quality of life for
smartphone addiction. The findings showed that 62.8% of the sample procrastinated on
average, 7.7% of the sample fell under high level of procrastinator, and 37.4% of the sample
was addicted to their smartphones. Although the findings of the study signified a statistical
significant difference in academic procrastination in relation to gender and educational stage
(in favor of undergraduate students), the results did not indicate any differences in quality of
life or smartphone addiction based on gender or educational stage. And finally, a statistically
significant negative association between smartphone addiction and quality of life, and a
favorable association between academic procrastination and smartphone addiction was
discovered by the present study.

Ali Eissa Saad (2020) conducted an investigation among Second-Year Middle School
Students with Learning Disabilities and their Self-Regulated Learning and Academic
Procrastination as Predictors of Smartphone Addiction. The main objective of the present
paper aimed to determine how academic procrastination (AP) and self-regulated learning
(SRL) jointly affect smartphone addiction (SA). Additionally, its secondary objective was to
determine the extent to which academic procrastination and SRL contributed to SA in second-
year middle school students with learning impairments. According to the results, there were
relationships among SA, AP, and SRL. Both AP and SRL played a role in the prediction of
SA, with AP exhibiting greater predictive power compared to SRL.

Aljohara et al. (2018) a cross-sectional study was conducted to establish a relationship

between smartphone addiction and depression among adults. The study suggested an
alarming situation on the positive association of smartphone addiction and depression among
adults. Younger adults and individuals who have a comparatively less educational
qualification are advised for reasonable smartphone usage. As the researcher discovered that
these individuals are at higher risk of getting into depression.

Aljomaa et al. (2016) investigated university students’ smartphone addiction in light of

several variables. The study examined the premise that differences might exist based on
criteria such as gender (male and female), social status, educational attainment, monthly
income, and the number of hours used on daily basis. It also proposed to find out the
prevalence and indicators of smartphone addiction. Findings of the study revealed that 48%
of participants were addicted. Notable variations in the degree of addiction were observed
based on social status and gender. The level of addiction significantly varied with monthly
income. The most addicted students were found to be those with bachelor's degrees.
Significant differences in addiction levels were noted based on the number of hours of daily
use.
Anierobi et al. (2021) conducted a study on undergraduates’ of Nnamdi Azikiwe University
Awka, Nigeria and their social media addiction as correlates of academic procrastination and
achievement. It was an aim to determine the association of obsessive social media use and
academic procrastination, along with the effects this relationship has on the academic
progress of undergraduate students. Findings revealed that 23.83% of undergraduate students
were found to have moderate levels of academic related procrastination, and 33.47%
displayed high levels. The results also established that both academic procrastination and
academic achievement among undergraduates could be predicted through social media
addiction.

Arefin et al. (2018) carried out a case study aiming to find out the impact of smartphone
addiction on the business students’ academic performance. This main objective of the paper
was to determine the factors influencing students' levels of smartphone addiction and its
effects on their overall academic performance. The findings identified five variables related to
smartphone addiction: withdrawal, impatience, positive anticipation, disruption of normal
life, and virtual companionship. The academic performance of Bangladeshi business students
was significantly correlated with greater impatience and disruptions in daily life.
Understanding how undergraduate students in Takhar province perceived smartphone
addiction and its effects on their academic performance and personal lives were the primary
aim of the present study. The findings showed that respondents' gender, social media access,
and daily smartphone usage hours all significantly affected smartphone addiction.
Additionally, a significant inverse relationship was discovered between smartphone addiction
and its impact on students' academic performance.

Behzad (2021) investigated the relationship between smartphone addiction and

procrastination. The connection between procrastination and smartphone addiction has been
explored in this paper. According to the paper, procrastination and smartphone addiction are
related. Survey questions addressed topics such as "using a smartphone to miss scheduled
work," "using a phone to cause concentration problems," and "always checking a smartphone
for updates." The overwhelming majority of respondents agreed that smartphone use has led
them to engage in these addictive behaviors, causing them to procrastinate in their lives.

Bharata and Widyaningrum (2021) examined the mediating effect of smartphone addiction on
academic performance of the students. The primary goal of the present research paper was to
identify the factors affecting academic performance of the Indonesian students. The
examination demonstrated that social anxiety and ease of use influence the increase in
smartphone addiction behavior. It also indicated that smartphone addiction significantly
moderates academic achievement of the students.

Bhutto et al. (2024) conducted a study on the University Students of Karachi with regard to
their Smartphone Addiction and Student Learning. This study's primary goal was to discover
the association of university students with their academic stress and smartphone addiction.
Although the demographic categories did not show any statistically significant difference
between the variables, the study however established a strong association between university
students' academic stress and smartphone addiction. The results demonstrated a strong
association among these variables and academic stress, underscoring the growing smartphone
usage in the twenty-first century.

Bukhori et al. (2019) investigated the effect of students’ academic achievement with regard to
smartphone addiction, achievement motivation, and textbook reading intensity. The study
discovered that the intensity of reading academic textbooks is directly affected by (i)
Smartphone addiction as well as achievement motivation, and (ii) academic achievement is
directly influenced by smartphone addiction, achievement motivation, and the intensity of
reading academic textbooks. The effect of smartphone addiction on academic achievement
was mediated by the intensity of academic textbook reading, whereas the effect of
achievement motivation on academic achievement was not mediated by it.

Boumosleh and Jaalouk (2017) conducted a study to examine the university students’
smartphone addiction and its relationship with academic performance. Primary focus of the
investigation was to assess the association of academic achievement and smartphone
addiction among the university students while accounting for significant potential
confounding variables. Study results revealed that 49% of participants used their smartphones
for at least five hours on workdays. After adjusting for confounding effects in the model, the
study did not discover any statistical significance between the total SPAI score and GPA.
However, independent predictors of reporting a GPA of less than three included faculty (ORs
of 0.38 and 0.35; engineering and humanities, respectively, vs. business students), class
(OR=0.35, senior vs. sophomore standing), p=0.024, age at first smartphone use (OR=1.20,
p=0.042), and use of smartphones for study-related purposes (OR=0.31, p=0.000).

Chen and Lyu (2024) conducted a meta-analysis as well as a systematic review paper on the
relationship of smartphone addiction and procrastination among students. Aiming to establish
a degree of association between the two variables that is smartphone addiction and
procrastination, the review study undertook a thorough meta-analysis. And the results show a
strong positive association between the two. It is interesting to note that this association was
influenced by parameters like research quality and year of publication. The COVID-19
pandemic impacted the publication year, while confounding factors were primarily
considered and controlled for in study quality.

Damiao and Cavaliere (2021) examined the academic performance in college students and its
relationship with smartphone addiction. Determining whether there was a relation between
smartphone addiction and undergraduate college students' grade point averages (GPAs) in the
United State was one of the primary objectives of the study. The results indicated an
association between smartphone addiction and GPA. The indicated association is somewhat
weak but notable, with a statistically significant negative association (r = -0.210, p = 0.066),
even though the relationship is not statistically significant at the α = 0.05 level.

Emmanuel (2015) conducted a survey about the dependency on smartphone and published an
article titled, “The truth about smartphone addiction.” The survey conducted by Emanuel
established that people are not addicted to their smartphones; they are in fact addicted with
the features it provides such as the information, entertainment and we are also addicted to the
connections it delivers to us. The service it provides us to communicate and connect with
people will always be strived for. Smartphones, as the name suggest are developed in a smart
way to serve smart needs of the people. It is portable, easy to handle and has instant features
that helps people to stay informed, entertained, and connected.

García-Santillán and Espinosa-Ramos (2021) investigated the effect of smartphone addiction

in the daily life of higher secondary school students. This study's primary goals were to
examine how students use their phones, ascertain whether this has led to addiction, and
evaluate whether usage patterns vary across genders. The findings reveal that three factors—
physiological, dependent, and distractible—account for 68% of the overall variation. Gender
differences are also not evident.

Gerosa et al. (2022) undertook a study on the Use of smartphone and Academic Performance:
A Pervasiveness Approach beyond Addiction. In this study, the SPS-A abbreviation for
Smartphone Pervasiveness Scale for Adolescents—a novel alternative measure that helps in
detecting the degree of smartphone usage by an individual during significant social and
physiological moments of daily life—is compared to one of the most popular measures of
smartphone addiction. In addition to demonstrating measurement invariance across some
demographic variables such as ethnicity, education of parents, and gender, the study also
found that SPS-A predicted languages in a negative manner and the scores of math test were
moderately correlated with smartphone addiction. SPS-A is a non-pathologizing instrument
useful for examining the relationship among students' social backgrounds, smartphone use,
and academic achievement.

Ghafoor et al. (2022) investigated the effect of smartphone addiction on academic

performance, with mediation of self-regulation and bedtime procrastination. The primary goal
of the investigation was to determine how addiction of smartphone impacted medical
students' academic performance, with self-regulation and bedtime procrastination as
mediating factors. Findings of the investigation could not demonstrate a negative correlation
between smartphone addiction and academic achievement. Similarly, no negative association
was established between self-control and smartphone addiction. However, academic
performance and bedtime procrastination were found to have a negative correlation according
to the investigation undertaken, additionally, self-regulation and smartphone addiction were
found to have a positive correlation between them, and finally the study’s findings established
a negative correlation between academic success and bedtime procrastination.

Han (2022) investigated the impact of smartphones on students: how age at first use and
duration of usage affect learning and academic progress. The study looked at how
smartphones, which are becoming increasingly common in our lives, affect kids today. It was
discovered that the daily usage of smartphone by hours and level of addiction were influenced
by the age at which they first began using cellphones. Furthermore, the length of time
students spent using their smartphones for learning or pleasure had varying effects on
smartphone addiction and their capacity for learning which is an outcome of self-direction, in
both direct and indirect manner which again effect their academic performance in English,
math, and Korean.
Hawi and Samaha (2016) undertook a survey entitled “To excel or not to excel: Strong
evidence on the adverse effect of smartphone addiction on academic performance.” Primary
objective of the survey paper was to confirm whether academic performances of students who
are at high risk of developing a smartphone addiction are unlikely. It also confirmed whether
male and female students experienced this phenomenon similarly. The findings indicated that
both the genders have an equal ratio to getting addicted to smartphone; and, smartphone
addiction for both were found to be at the similar level, both the genders of university
students were equally likely to achieve cumulative GPAs of distinction or higher. Finally,
undergraduate students who were at high risk of smartphone addiction were less likely to
achieve cumulative GPAs of distinction or higher.

Hidalgo-Fuentes (2022) conducted a meta-analysis on one of the most required problem that
is problematic smartphone use and procrastination in academic settings. The analysis
examined the association of students' procrastination and problematic smartphone use. The
findings demonstrated a moderately strong positive correlation (Zr = 0.40) between students'
procrastination and problematic smartphone use. The analysis also addressed the potential
moderating effects of participants' age, gender, and educational attainment. The researcher
advised that programs to prevent or help in managing problematic smartphone use among
school students must be implemented, and research into the relation between these two
factors should continue, particularly through longitudinal studies.

Ifeanyi and Chukwuere (2018) conducted a study on the undergraduate students’s impact on
the academic performance due to use of smartphones. Primary focus of the study was to
determine how smartphone usage affected academic performance of the undergraduate
students at North-West University in South Africa. It was established through the study that
the maximum numbers of undergraduate students interact with instructors and other students
via their smartphones. Additionally, it was found that students are somewhat distracted from
their studies when using smartphones. The study also aimed to demonstrate and look into the
academic progress and skills due to the impact of smartphone use.

Iftikhar et al. (2022) the mediating effect of academic amotivation between the two variables
i.e smartphone addiction and academic procrastination among university students was
investigated. The study aimed to explore the mediating role of academic motivation between
smartphone addiction and academic procrastination based on the Media System Dependency
hypothesis. The results show a strong positive link between academic procrastination and
academic amotivation, additionally between smartphone addiction and academic
procrastination. According to the regression model, procrastination in the classroom is
positively predicted by smartphone addiction. The study concludes that students’ academic
performance is greatly impacted by smartphone addiction.

Jones and Blankenship (2021) a study was conducted to determine the effect of
procrastination of undergraduate online students on their performance in academic settings. It
was concluded that submission of assignments by students before the deadline has positive
association with better academic performance, and submission of assignments at last moment
or after the deadline are negatively effected on the students’ academic performance.
Approximately, out of all the samples collected 50% scored a failing grade in the examination
were found to be academic procrastinators.

Kader (2019) a study was conducted in an Introductory Economics Course on Academic

Procrastination and Students' Achievement. The study found that students’ performance, as
reflected in their scores on the final exam was adversely effected by procrastination. Students
who procrastinate score lower on average than those who do not procrastinate.

Khan et al. (2019) a study was conducted based on the evidences collected from higher
educational institutes of Pakistan on the relationship if any between smartphone addiction and
academic performance of students. The primary focus of the paper was to determine the
connection between smartphone addiction and college students' academic achievement.
Findings of the paper indicated poor correlation between academic achievement and
smartphone addiction. Furthermore, it has been demonstrated that students who are proficient
in time management outperform those who are not due to their indulgence on their
smartphones unnecessarily in various social media platforms.

Kibona and Mgaya (2015) investigated the academic performance of higher learning students
due to the effects of smartphones. This study sought to determine how smartphones affected
higher education students' academic performance. The findings indicated a detrimental
impact on pupils' academic performance due to the use of smartphones.
Kwon and Paek (2016) an investigation was carried out among among college students to
study the influence of smartphone addiction on depression and communication competence.
The purpose of the investigation was to determine the elements related with college students'
addiction to smartphone and to examine the links among the level of smartphone addiction,
depression and communication skills. The study's conclusions indicated that 14.7% of
participants were found to be at risk for developing addiction in smartphone. The study also
discovered negative correlation between smartphone addiction and communication skills.
While a positive correlation was discovered between smartphone addiction and depression
among college students. Depression, communication competence, daily smartphone usage
time, grade, academic success, and gender were found to be significant predictors among
college students for smartphone addiction.

Li et al. (2020) the mediating and buffering effects of academic self-efficacy was investigated
to discover the relationship between academic procrastination and smartphone addiction. The
investigation was concluded with the establishment of constructing a model for mediation to
examine the impact on academic procrastination and college students' smartphone addiction.
It also constructed and determined the mediating role of academic self-efficacy to better
understand the dynamics within this relationship. The study's conclusions demonstrated a
negative correlation between academic self-efficacy and. However, a positive correlation was
discovered between smartphone addiction and academic procrastination. Also the study
discovered that academic procrastination and academic self-efficacy were inversely
correlated. After controlling for age, gender, and academic year, mediation analysis using the
PROCESS plugin in SPSS revealed that addiction to smartphone has a direct predictive
influence on students' academic procrastination and an indirect predictive effect through
academic self-efficacy.

Liu et al. (2018) a study was conducted to find out the influence of mobile phone addiction on
procrastination using a moderated mediating model. The purpose of the investigation was to
ascertain whether the mediator examined the relationship of mobile phone addiction and
procrastination by estimating the mediating effect of future time perspective. The paper
proposed to test the mild effect of gender alongside earlier research. The obtained outcomes
were as follows: (1) It was seen that there is a partially mediated relationship between cell
phone addiction and procrastination by future time perspective. For indirect impacts, the
proportions of explanation were 24.70% and 20.32%, respectively. (2) It was discovered that
the influence of the independent variable on the dependent variable was gender moderated.
Addictive behavior is strongly correlated with procrastination in male groups compared to
female groups, and the controlled mediator hypothesis was appropriate and receptive.

Liu et al. (2022) a study was conducted to determine the mediating roles of time management
and learning strategies and to find out the relationship between academic procrastination and
smartphone addiction. The findings showed a negative correlation between smartphone
addiction and time management and a strategic approach to learning. However, it has positive
correlation with academic procrastination. The latter was found to have adverse correlation
with a strategic approach to learning and time management. Furthermore, after adjusting for
age and sex, the findings demonstrated that, among Chinese college students, time
management and learning strategies sequentially mediate the association between academic
procrastination and smartphone addiction.

Mukhdoomi et al. (2020) an investigation was carried out on the higher education students’
impact of smartphone addiction on academic performance. This paper’s main objective was
to find out if and how smartphone addiction affects the college students' academic
performance or not. The study's conclusions showed that behavioral intention and academic
achievement have positive correlation. This demonstrates that students cannot utilize
smartphones constructively unless they have intrinsic motivation.

Ou-Yang et al. (2022) a study on the association among academic achievement,

psychological distress, and smartphone addiction among medical students was undertaken
through a cross-sectional study. The paper aims to assess the connection of medical students'
psychological distress, and academic success with relation to smartphone addiction.
According to the report, medical students are highly likely to develop an addiction to
smartphones. Surprisingly it was seen that the undergraduate medical students' smartphone
addiction and their academic performance had no significant correlation, although addiction
to smartphone was linked to social anxiety, stress, depression, and anxiety.

Özcan Eravcı and Şimşek (2023) investigated the behavior academic procrastinator among
middle school students and the role smartphone addiction plays in the relationship between
perceived parental and teacher academic involvement. The primary goal of the present paper
was to investigate how perception of academic involvement of middle school students from
parents and teachers relate to their procrastination behavior in the classroom. The study's
findings indicated that students' academic procrastination behavior and their perceptions of
their parents' and teachers' academic involvement were negatively and statistically
significantly correlated. Regression analyses conducted to achieve the primary goal of the
study showed that smartphone addiction acted as a partial mediating factor in the relationship
between the perceived academic involvement from parents and teachers and academic
procrastination behavior.

Praveeni and Wickramasinghe (2021) a study was carried out in Sri Lanka to investigate the
impact of smartphone addiction on the academic performance of undergraduates, focusing on
the mediating effect of technology-driven multitasking. This study examined the university
undergraduates’ degree of smartphone addiction and its effects on their academic
performance (AP), with technology-driven multitasking behavior (TDMT) serving as a
mediating factor. The study's findings revealed that university students experience significant
smartphone addiction. Additionally, while TDMT has a negative effect on the dependent
variable (DV), smartphone addiction (SA) negatively impacts AP. Furthermore, the
connection of the independent variable (IV) and the dependent variable (DV) is mediated by
TDMT.

Purnomo et al. (2020) conducted a study on the university students to investigate the
relationship of smartphone addiction with academic burnout, and academic procrastination
during online teaching-learning. The current paper sought to determine the concurrent
relationships among procrastination, smartphone addiction and academic burnout among
Semarang State University guidance and counselling department students. No noticeable
connection was discovered between any of the variables stated by the study that is
smartphone addiction and procrastination or between smartphone addiction and academic
burnout in the examined data. Nonetheless, the study also discovered that academic burnout
and procrastination showed a strong association among them. The study also found that
guidance and counseling students at State University of Semarang, is slightly positively
correlated among procrastination, academic burnout, and smartphone addiction.
Qaisar et al. (2017) an inquiry on the college students was done to study the Problematic
Mobile Phone Use, Academic Procrastination and Academic Performance among the college
students. The findings showed that pupils' academic performance is negatively correlated
with excessive mobile phone use. It was discovered that male college students perform
academically better than their female counterparts. Another study found that college students
studying under the annual system had much higher levels of academic procrastination and
PMP, whereas those studying under the semester system demonstrated significantly higher
levels of academic achievement. Furthermore, among college students, academic
procrastination and PMP use did not appear as significant predictors of academic success in
their combined effects.

Raza et al. (2020) an inquiry was carried out in Pakistan’s higher education institutions to
investigate the impact of smartphone addiction on students’ academic achievement. The
current investigation aimed to examine the association of university students' addiction to
their smartphone and their academic performance, as well as smartphone usage, the roles of
self-regulation, cyber loafing and general self-efficacy. According to the research, students
who become addicted to smartphones for the purpose of cyber loafing perform less
academically since they become less focused on their studies.

Saad (2020) conducted a study on the Second Year Middle School Learning Disabled
Students to determine and find out if Self-Regulated Learning and Academic Procrastination
are Predictors of Smartphone Addiction. The main objective of the investigation was to
inspect how academic procrastination (AP) and self-regulated learning (SRL) interact to
influence smartphone addiction (SA). Additionally, it proposed to look into the extent to
which academic procrastination and SRL contributed to SA among the learning-impaired
pupils studying in second-year middle school. The outcome of the study determined a strong
association among SA, AP, and SRL. Both SRL and AP predicted SA, with AP being the
more precise predictor. Even among students who are highly capable of self-regulation,
excessive smartphone use negatively impacts academic performance and increases
procrastination.
Samaha and Hawi (2016) conducted a study to explore the connections among smartphone
addiction, academic performance, stress, and satisfaction in life. The primary goals of the
present paper were to examine the connection between the likelihood of developing
smartphone addiction and satisfaction in life, as mediated by stress and academic
achievement. Additionally, the study aimed to determine whether life satisfaction facilitates
smartphone addiction, also as mediated by stress and academic performance. The findings
indicated that while perceived stress was inversely correlated with life satisfaction,
smartphone addiction the risk it delivers was positively correlated with life satisfaction.
Furthermore, the risk of smartphone addiction and academic performance was negatively
correlated, but a positive correlation between life satisfaction and both addiction to
smartphone and academic performance.

Sarmad et al. (2025) carried out an investigation among nursing students of private nursing
colleges in Swat and the relationship of smartphone addiction and academic performance.
Primary focus of the investigation was to examine the interrelation of nursing students'
academic performance and smartphone addiction. According to the findings, 67.9% of pupils
had smartphone addiction. A few pupils received good or exceptional grades, while the
majority performed poorly academically. Higher levels of smartphone addiction and lower
academic achievement were found to be significantly linked.

Sinsomsack and Kulachai (2018) a study was conducted on the impacts that a smartphone
addiction has. The paper aimed to examine the effects of smartphone addiction among high
school pupils. The findings indicated that mood disorders were positively influenced by
smartphone addiction. The academic achievement, social relationships, family relationships,
and health of the high school pupils all suffered as a result.

Song et al. (2024) investigated the predictive analysis of college students’ academic
procrastination behavior based on a decision tree model. By building a predictive model using
the decision tree algorithm to forecast college students' academic procrastination behavior,
this work aims to close this gap. The results of this study showed that eight factors—
smartphone addiction, subjective well-being, negative emotions, life autonomy, pro-
environmental behavior, self-esteem, academic performance, and sense of school
belonging—were predictive of college students' academic procrastination.
Sunday et al. (2021) conducted a meta-analysis research on the effects of smartphone
addiction on learning. The main objective of the current analysis paper was to thoroughly
synthesize the literature to discover how smartphone addiction impacts learning. According to
the findings, smartphone addiction has a detrimental effect on ability to study by the students
and their overall academic performance. Additional research indicates a negative correlation
between phone use during studying and academic success. Furthermore, the findings imply a
harmful influence on the cognitive and skill sets necessary for students to excel academically
and learn.

Tian et al. (2021) carried out an investigation among Chinese medical students how mobile
phone addiction and academic procrastination have negative impact on academic
achievement. The purpose of the survey was to examine the effect of demographic
characteristics on medical students' academic achievement, academic procrastination, and cell
phone addiction. Additionally, it explored the relationship between academic procrastination,
mobile phone addiction and academic achievement. The study's findings revealed that
academic procrastination and cell phone addiction were common among Chinese medical
students and detrimental to academic performance. Both exhibited a negative correlation with
learning devotion, performance, relationship facilitation, and objective achievement, and were
strongly influenced by gender, grade, leadership experience, and family wealth.

Tülübaş et al. (2023) made a holistic investigation of the relationship between digital
addiction and academic achievement among students. By conducting a combined bibliometric
and scientific mapping analysis of studies addressing the link between DA and AA, the
current study seeks to fill this gap. Data were obtained from the WoS database, which is
regarded as one of the best databases for these kinds of investigations due to its extensive
coverage of high-quality publications. It was revealed through the study that particularly in
the last five years, research interest in the connection of academic success and digital
addiction has increased. Later research looked at factors such as life satisfaction and self-
efficacy, although the initial focus was on smartphone addiction. Diverse family and personal
factors have recently been included in studies on addiction and academic achievement.

Türel and Dokumaci (2021) investigated the use of media and technology, academic
procrastination, and academic achievement in adolescence. The main objective of the
investigation was to examine the relationship between academic achievement, academic
procrastination, and adolescent media and technology use. The paper tried to explore the
potential mediating role of academic procrastination behavior in the association between
teenage media and technology use and academic achievement. The findings indicated that
children's academic performance declined as media and technology use increased.
Furthermore, this relationship was mediated by academic procrastination behavior. In other
words, the use of technology and media among adolescents leads to academic procrastination,
negatively affecting their academic performance.

Zhang and Zeng (2024) undertook a study to investigate the effect on the academic
achievement of college students due to Smartphone Addiction. The study intends to examine
the Mediating Role of Academic Anxiety and Moderating Role of Sense of Academic Control
and the effect it has on students’ achievement academically. It aims to find the relationship
between the two main variables observed by the study among the sample being studied. The
findings of the research study established a negative association between the two variables
and that academic achievement has a negative impact by smartphone addiction, both directly
and through the mediating effect of academic anxiety. The connection of academic anxiety
and smartphone addiction was moderated through academic control.

Zhou et al. (2023) undertook a meta analysis study to find the relation of procrastination and
mobile phone addiction among school children. The study intends to investigate the
association of MPA and student procrastination, it is also an attempt to analyze the
moderating effects of measuring instruments, social situational factors (culture and year of
publication), and participant characteristics (gender and level of educational qualification).
Students' procrastination and MPA are positively connected according to the study. The
detection and treatment of MPA should be prioritized to prevent students from
procrastinating, considering the significant prevalence of MPA among students and its
possible risk factors for procrastination.

2.1.4 Conclusion and Identification of the Research Gap

There are several studies conducted on the association of smartphone addiction (SPA),
academic procrastination (AP), and academic achievement (AA). While reviewing the related
literature for the present paper, it was discovered that there is a strong association among SPA
and AP, as well as among SPA and AA. The research works conducted in India and abroad
were taken into consideration. Research in India by Malla (2021) and Gupta et al. (2024)
determined a positive relation between smartphone usage and procrastination in connection to
academic. Likewise, researchers such as Albursan et al. (2022), Behzad (2021), and Chen &
Lyu (2024) conducted studies on the association among SPA and AP. Their findings revealed
results similar to those from the research conducted in India. The researcher observed that
there were consistent results in both cases.

Furthermore, several researches on the relationship between SPA and AA was conducted in
India by researchers such as Zeerak et al. (2024), Rathakrishnan et al. (2021), and Nehra &
Mehrotra (2022). Their research findings showed a negative association between the two
variables. Similar results were reported by research conducted by Abbasi et al. (2021) and
Arefin et al. (2017), aligning with the findings of the aforementioned Indian researchers. The
literature reviewed by the present investigator suggested a strong correlation between SPA
and AP. Likewise, SPA and AA were found to have a clear association.

While reviewing the literature, the present investigator found that no study had been
conducted in the context of Arunachal Pradesh or any part of the northeastern region of the
country. Likewise, no studies on the aforementioned variables had been conducted on tribal
students, who comprise the major population of the state. Hence, the researcher identified a
research gap that needs to be addressed.

Considering the research gap identified by the researcher and the strong association among
SPA, AP, and AA, the researcher found it imperative to conduct research in the local context.
This approach allows the researcher to provide insights into the relationship of SPA and AP,
as well as the relationship between SPA and AA. Therefore, the researcher felt the need to
conduct a study to understand the influence of SPA on AP and AA among higher secondary
school students in Arunachal Pradesh.