The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students

TLDR

Cell phones are ubiquitous on college campuses and frequently used during learning, and high‑frequency use may pose academic risks that warrant further research and student/educator awareness. The study examined the relationship between cell phone use and actual college GPA while controlling for known predictors. The authors sampled 536 undergraduates from 82 majors at a large public university. Hierarchical regression revealed that cell phone use was significantly and negatively associated with GPA (β = –0.164, R² = 0.449, p < 0.001) after controlling for demographics, self‑efficacy, and high school GPA, indicating that increased use predicts lower academic performance and underscoring the need to address these risks.

Abstract

The cell phone is ever-present on college campuses and is frequently used in settings where learning occurs. This study assessed the relationship between cell phone use and actual college grade point average (GPA) after controlling for known predictors. As such, 536 undergraduate students from 82 self-reported majors at a large, public university were sampled. A hierarchical regression ( R 2 = .449) demonstrated that cell phone use was significantly ( p &lt; .001) and negatively (β = −.164) related to actual college GPA after controlling for demographic variables, self-efficacy for self-regulated learning, self-efficacy for academic achievement, and actual high school GPA, which were all significant predictors ( p &lt; .05). Thus, after controlling for other established predictors, increased cell phone use was associated with decreased academic performance. Although more research is needed to identify the underlying mechanisms, findings suggest a need to sensitize students and educators about the potential academic risks associated with high-frequency cell phone use.