Cellphone Abuse and Academic Boredom Among University Students in Thailand
คำสำคัญ:
Academic boredom, cellphone abuseบทคัดย่อ
บริบททางอารมณ์ของการเรียนรู้ยังคงเป็นปัญหาในขณะที่มีสัญญาณการติดโทรศัพท์มือถือเพิ่มขึ้นในหมู่นักศึกษามหาวิทยาลัยในระดับอุดมศึกษา ในขณะที่การเสพติดโทรศัพท์มือถือเป็นเรื่องที่น่ากังวล ดังนั้นการวิจัยครั้งนี้มีวัตถุประสงค์เพื่อสำรวจความสัมพันธ์ระหว่างการใช้โทรศัพท์มือถือมากเกินไปกับความเบื่อหน่ายเชิงวิชาการ การศึกษาครั้งนี้ประเมินการรับรู้ของผู้เข้าร่วมประชุมเกี่ยวกับการใช้โทรศัพท์มือถือมากเกินไปและความเบื่อหน่ายเชิงวิชาการรวมถึงการพิจารณาความแข็งแกร่งของสมาคมระหว่างสองสิ่งก่อสร้าง กลุ่มตัวอย่างจำนวน 176 คนได้มาจากมหาวิทยาลัยในประเทศไทย จากการใช้การถดถอยแบบหลายครั้งพบว่าความเบื่อหน่ายเชิงวิชาการมีความสัมพันธ์เชิงบวกเล็กน้อยกับการใช้โทรศัพท์มือถือมากเกินไปเมื่อควบคุมจำนวนหน่วยกิตการศึกษาเพศสาขาวิชาการมีส่วนร่วมของสโมสรและปีการศึกษา สิ่งนี้บ่งชี้ว่าครูอาจต้องการพิจารณาภาระทางวิชาการของนักเรียนรวมถึงความผูกพันของนักเรียนเมื่อกล่าวถึงวิธีการส่งเสริมการใช้โทรศัพท์มือถือ
References
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Billieux, J., Maurage, P., Lopez-Fernandez, O., Kuss, D. J., & Griffiths, M. D. (2015). Can disordered mobile phone use be considered a behavioral addiction? An update on current evidence and a comprehensive model for future research. Current Addiction Reports, 2(2), 156–162. https://doi.org/10.1007/s40429-015-0054-y
Borich, G. D. (2013). Effective Teaching Methods: Research-Based Practice. Pearson Education Canada.
Bryner, J. (2017). Most students bored at school. Retrieved December 20, 2018, from https://www.livescience.com/1308-students-bored-school.html
Cao, X., Masood, A., Luqman, A., & Ali, A. (2018). Excessive use of mobile social networking sites and poor academic performance: Antecedents and consequences from stressor-strain-outcome perspective. Computers in Human Behavior, 85, 163–174. https://doi.org/10.1016/j.chb.2018.03.023
Chappell, B. (2018, January 8). Large shareholders ask Apple to help wean digital-addicted youths. Retrieved December 20, 2018, from https://www.npr.org/sections/thetwo-way/2018/01/08/576541828/large-shareholders-ask-apple-to-help-wean-digital-addicted-youths
Chotpitayasunondh, V., & Douglas, K. M. (2016). How “phubbing” becomes the norm: The antecedents and consequences of snubbing via smartphone. Computers in Human Behavior, 63, 9–18. https://doi.org/10.1016/j.chb.2016.05.018
Common Sense Media. (2016). New report finds teens feel addicted to their phones, causing tension at home. Retrieved December 20, 2018, from https://www.commonsensemedia.org/about-us/news/press-releases/new-report-finds-teens-feel-addicted-to-their-phones-causing-tension-at
Cutino, C. M., & Nees, M. A. (2017). Restricting mobile phone access during homework increases attainment of study goals. Mobile Media & Communication, 5(1), 63–79. https://doi.org/10.1177/2050157916664558
Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored? Teaching and Teacher Education, 39, 22–30. https://doi.org/10.1016/j.tate.2013.11.009
Deb, A. (2015). Phantom vibration and phantom ringing among mobile phone users: A systematic review of literature. Asia-Pacific Psychiatry, 7(3), 231–239. https://doi.org/10.1111/appy.12164
Eren, A., & Coskun, H. (2016). Students’ level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal of Educational Research, 109(6), 574–588. https://doi.org/10.1080/00220671.2014.999364
Eyvazlou, M., Zarei, E., Rahimi, A., & Abazari, M. (2016). Association between overuse of mobile phones on quality of sleep and general health among occupational health and safety students. Chronobiology International, 33(3), 293–300. https://doi.org/10.3109/07420528.2015.1135933
Fahlman, S. A., Mercer, K. B., Gaskovski, P., Eastwood, A. E., & Eastwood, J. D. (2009). Does a lack of life meaning cause boredom? Results from psychometric, longitudinal, and experimental analyses. Journal of Social and Clinical Psychology, 28(3), 307–340. https://doi.org/10.1521/jscp.2009.28.3.307
Forester, K. (2017, April 14). Children as young as 13 are attending “smartphone rehab.” Retrieved December 20, 2018, from http://www.independent.co.uk/news/health/teenage-technology-addiction-smartphone-rehab-seattle-clinic-children-aged-13-mobile-devices-a7684356.html
Fransson, A., Chóliz, M., & Håkansson, A. (2018). Addiction-Like mobile phone behavior – Validation and association with problem gambling. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00655
Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U. E., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38(3), 401–419. https://doi.org/10.1007/s11031-013-9385-y
Han, L., Geng, J., Jou, M., Gao, F., & Yang, H. (2017). Relationship between shyness and mobile phone addiction in Chinese young adults: Mediating roles of self-control and attachment anxiety. Computers in Human Behavior, 76, 363–371. https://doi.org/10.1016/j.chb.2017.07.036
Hawi, N., & Samaha, M. (2016). To excel or not to excel: Strong evidence on the adverse effect of smartphone addiction on academic performance. Computers & Education, 98, 81–89.
İNal, E. E., Demİrcİ, kadİr, Çetİntürk, A., Akgönül, M., & Savaş, S. (2015). Effects of smartphone overuse on hand function, pinch strength, and the median nerve. Muscle & Nerve, 52(2), 183–188. https://doi.org/10.1002/mus.24695
Jason, Z. (2017). Bored out of their minds. Retrieved March 1, 2018, from https://www.gse.harvard.edu/news/ed/17/01/bored-out-their-minds
Jiang, Z., & Zhao, X. (2017). Brain behavioral systems, self-control and problematic mobile phone use: The moderating role of gender and history of use. Personality and Individual Differences, 106, 111–116. https://doi.org/10.1016/j.paid.2016.10.036
Jun, S. (2016). The reciprocal longitudinal relationships between mobile phone addiction and depressive symptoms among Korean adolescents. Computers in Human Behavior, 58, 179–186. https://doi.org/10.1016/j.chb.2015.12.061
Kim, R., Lee, K.-J., & Choi, Y.-J. (2015). Mobile phone overuse among elementary school students in Korea: Factors associated With mobile phone use as a behavior addiction. Journal of Addictions Nursing, 26(2), 81. https://doi.org/10.1097/JAN.0000000000000074
King, R. B., & Areepattamannil, S. (2014). What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies. Journal of Pacific Rim Psychology, 8(1), 18–27. https://doi.org/10.1017/prp.2014.3
Krannich, M., Goetz, T., Lipnevich, A. A., Bieg, M., Roos, A.-L., Becker, E. S., & Morger, V. (2018). Being over- or underchallenged in class: Effects on students’ career aspirations via academic self-concept and boredom. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2018.10.004
Kumjonmenukul, P. (2011). The behavior of young people when using mobile phones and its impact on Thai culture and lifestyle: A case study of Kalasin Municipality in Kalasin Province. American Journal of Scientific Research, 22, 57–64.
Liu, Y. (2015). International note: The relationship between achievement goals and academic-related boredom. Journal of Adolescence, 41, 53–55. https://doi.org/10.1016/j.adolescence.2015.03.001
Lopez-Fernandez, O., & Nikolopoulou, K. (2017). Measuring mobile phone dependence in Spanish and Greek high school students using a short scale: validating both adaptations. In A. Tatnall & M. Webb (Eds.), Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing (pp. 97–103). Springer International Publishing.
Macklem, G. L. (2015). The academic emotion of boredom: The elephant in the classroom. In G. L. Macklem (Ed.), Boredom in the classroom: addressing student motivation, self-regulation, and engagement in learning (pp. 1–10). Cham: Springer International. https://doi.org/10.1007/978-3-319-13120-7_1
Mann, S. (2009, May 11). Why do 60% of students find their lectures boring? The Guardian. Retrieved from https://www.theguardian.com/education/2009/may/12/university-teaching
Mcspadden, K. (2015). You Now Have a Shorter Attention Span Than a Goldfish. Time. Retrieved from http://time.com/3858309/attention-spans-goldfish/
Merlo, L. J., Stone, A. M., & Bibbey, A. (2013). Measuring problematic mobile phone use: Development and preliminary psychometric properties of the PUMP scale [Research article]. https://doi.org/10.1155/2013/912807
Mohan, M., Khaliq, F., Panwar, A., & Vaney, N. (2016). Does chronic exposure to mobile phones affect cognition? Functional Neurology, 31(1), 47–51. https://doi.org/10.11138/FNeur/2016.31.1.047
Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. Schutz & R. Pekrun (Eds.), Emotions in Education (pp. 13-36). Academic https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., Hall, N., Goetz, T., & Perry, R. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696–710.
Pekrun, R., Lichtenfeld, S., Marsh, H., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670.
Pells, R. (2017, June 7). Giving your child a smartphone is like giving them a gram of cocaine, says top addiction expert. Retrieved December 20, 2018, from http://www.independent.co.uk/news/education/education-news/child-smart-phones-cocaine-addiction-expert-mandy-saligari-harley-street-charter-clinic-technology-a7777941.html
Roberts, J. A., Pullig, C., & Manolis, C. (2015). I need my smartphone: A hierarchical model of personality and cell-phone addiction. Personality and Individual Differences, 79, 13–19. https://doi.org/10.1016/j.paid.2015.01.049
Roberts, J., Pentji Yaya, L., & Manolis, C. (2014). The invisible addiction: Cell-phone activities and addiction among male and female college students. Journal of Behavioral Addictions, 3(4), 254–265. https://doi.org/10.1556/JBA.3.2014.015
Seo, D. G., Park, Y., Kim, M. K., & Park, J. (2016). Mobile phone dependency and its impacts on adolescents’ social and academic behaviors. Computers in Human Behavior, 63, 282–292. https://doi.org/10.1016/j.chb.2016.05.026
Sharp, J. G., Hemmings, B., Kay, R., Murphy, B., & Elliott, S. (2017). Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences. Journal of Further and Higher Education, 41(5), 657–677. https://doi.org/10.1080/0309877X.2016.1159292
Sharp, J. G., Sharp, J. C., & Young, E. (2018). Academic boredom, engagement and the achievement of undergraduate students at university: A review and synthesis of relevant literature. Research Papers in Education, 1–41. https://doi.org/10.1080/02671522.2018.1536891
Skues, J., Williams, B., Oldmeadow, J., & Wise, L. (2016). The effects of boredom, loneliness, and distress tolerance on problem Internet use among university students. International Journal of Mental Health and Addiction, 14(2), 167–180. https://doi.org/10.1007/s11469-015-9568-8
Stibel, J. (2017, July 3). Why you’re addicted to your phone … and what to do about it. Retrieved December 20, 2018, from https://www.usatoday.com/story/money/columnist/2017/07/03/why-youre-addicted-your-phone-and-what-do/443448001/
Tamura, H., Nishida, T., Tsuji, A., & Sakakibara, H. (2017). Association between excessive use of mobile phone and Insomnia and depression among Japanese adolescents. International Journal of Environmental Research and Public Health, 14(7), 701. https://doi.org/10.3390/ijerph14070701
Thomas, D. (2016). Cellphone addiction and academic stress among university students in Thailand. International Forum, 19(2), 80–96. Retrieved from http://journals.aiias.edu/iforum/article/view/187/191
Tze, V. M. C., Daniels, L. M., & Klassen, R. M. (2016). Evaluating the relationship between boredom and academic outcomes: A meta-analysis. Educational Psychology Review, 28(1), 119–144. https://doi.org/10.1007/s10648-015-9301-y
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Zheng, X., & Lee, M. K. O. (2016). Excessive use of mobile social networking sites: Negative consequences on individuals. Computers in Human Behavior, 65, 65–76. https://doi.org/10.1016/j.chb.2016.08.011
Billieux, J., Maurage, P., Lopez-Fernandez, O., Kuss, D. J., & Griffiths, M. D. (2015). Can disordered mobile phone use be considered a behavioral addiction? An update on current evidence and a comprehensive model for future research. Current Addiction Reports, 2(2), 156–162. https://doi.org/10.1007/s40429-015-0054-y
Borich, G. D. (2013). Effective Teaching Methods: Research-Based Practice. Pearson Education Canada.
Bryner, J. (2017). Most students bored at school. Retrieved December 20, 2018, from https://www.livescience.com/1308-students-bored-school.html
Cao, X., Masood, A., Luqman, A., & Ali, A. (2018). Excessive use of mobile social networking sites and poor academic performance: Antecedents and consequences from stressor-strain-outcome perspective. Computers in Human Behavior, 85, 163–174. https://doi.org/10.1016/j.chb.2018.03.023
Chappell, B. (2018, January 8). Large shareholders ask Apple to help wean digital-addicted youths. Retrieved December 20, 2018, from https://www.npr.org/sections/thetwo-way/2018/01/08/576541828/large-shareholders-ask-apple-to-help-wean-digital-addicted-youths
Chotpitayasunondh, V., & Douglas, K. M. (2016). How “phubbing” becomes the norm: The antecedents and consequences of snubbing via smartphone. Computers in Human Behavior, 63, 9–18. https://doi.org/10.1016/j.chb.2016.05.018
Common Sense Media. (2016). New report finds teens feel addicted to their phones, causing tension at home. Retrieved December 20, 2018, from https://www.commonsensemedia.org/about-us/news/press-releases/new-report-finds-teens-feel-addicted-to-their-phones-causing-tension-at
Cutino, C. M., & Nees, M. A. (2017). Restricting mobile phone access during homework increases attainment of study goals. Mobile Media & Communication, 5(1), 63–79. https://doi.org/10.1177/2050157916664558
Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored? Teaching and Teacher Education, 39, 22–30. https://doi.org/10.1016/j.tate.2013.11.009
Deb, A. (2015). Phantom vibration and phantom ringing among mobile phone users: A systematic review of literature. Asia-Pacific Psychiatry, 7(3), 231–239. https://doi.org/10.1111/appy.12164
Eren, A., & Coskun, H. (2016). Students’ level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal of Educational Research, 109(6), 574–588. https://doi.org/10.1080/00220671.2014.999364
Eyvazlou, M., Zarei, E., Rahimi, A., & Abazari, M. (2016). Association between overuse of mobile phones on quality of sleep and general health among occupational health and safety students. Chronobiology International, 33(3), 293–300. https://doi.org/10.3109/07420528.2015.1135933
Fahlman, S. A., Mercer, K. B., Gaskovski, P., Eastwood, A. E., & Eastwood, J. D. (2009). Does a lack of life meaning cause boredom? Results from psychometric, longitudinal, and experimental analyses. Journal of Social and Clinical Psychology, 28(3), 307–340. https://doi.org/10.1521/jscp.2009.28.3.307
Forester, K. (2017, April 14). Children as young as 13 are attending “smartphone rehab.” Retrieved December 20, 2018, from http://www.independent.co.uk/news/health/teenage-technology-addiction-smartphone-rehab-seattle-clinic-children-aged-13-mobile-devices-a7684356.html
Fransson, A., Chóliz, M., & Håkansson, A. (2018). Addiction-Like mobile phone behavior – Validation and association with problem gambling. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00655
Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U. E., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38(3), 401–419. https://doi.org/10.1007/s11031-013-9385-y
Han, L., Geng, J., Jou, M., Gao, F., & Yang, H. (2017). Relationship between shyness and mobile phone addiction in Chinese young adults: Mediating roles of self-control and attachment anxiety. Computers in Human Behavior, 76, 363–371. https://doi.org/10.1016/j.chb.2017.07.036
Hawi, N., & Samaha, M. (2016). To excel or not to excel: Strong evidence on the adverse effect of smartphone addiction on academic performance. Computers & Education, 98, 81–89.
İNal, E. E., Demİrcİ, kadİr, Çetİntürk, A., Akgönül, M., & Savaş, S. (2015). Effects of smartphone overuse on hand function, pinch strength, and the median nerve. Muscle & Nerve, 52(2), 183–188. https://doi.org/10.1002/mus.24695
Jason, Z. (2017). Bored out of their minds. Retrieved March 1, 2018, from https://www.gse.harvard.edu/news/ed/17/01/bored-out-their-minds
Jiang, Z., & Zhao, X. (2017). Brain behavioral systems, self-control and problematic mobile phone use: The moderating role of gender and history of use. Personality and Individual Differences, 106, 111–116. https://doi.org/10.1016/j.paid.2016.10.036
Jun, S. (2016). The reciprocal longitudinal relationships between mobile phone addiction and depressive symptoms among Korean adolescents. Computers in Human Behavior, 58, 179–186. https://doi.org/10.1016/j.chb.2015.12.061
Kim, R., Lee, K.-J., & Choi, Y.-J. (2015). Mobile phone overuse among elementary school students in Korea: Factors associated With mobile phone use as a behavior addiction. Journal of Addictions Nursing, 26(2), 81. https://doi.org/10.1097/JAN.0000000000000074
King, R. B., & Areepattamannil, S. (2014). What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies. Journal of Pacific Rim Psychology, 8(1), 18–27. https://doi.org/10.1017/prp.2014.3
Krannich, M., Goetz, T., Lipnevich, A. A., Bieg, M., Roos, A.-L., Becker, E. S., & Morger, V. (2018). Being over- or underchallenged in class: Effects on students’ career aspirations via academic self-concept and boredom. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2018.10.004
Kumjonmenukul, P. (2011). The behavior of young people when using mobile phones and its impact on Thai culture and lifestyle: A case study of Kalasin Municipality in Kalasin Province. American Journal of Scientific Research, 22, 57–64.
Liu, Y. (2015). International note: The relationship between achievement goals and academic-related boredom. Journal of Adolescence, 41, 53–55. https://doi.org/10.1016/j.adolescence.2015.03.001
Lopez-Fernandez, O., & Nikolopoulou, K. (2017). Measuring mobile phone dependence in Spanish and Greek high school students using a short scale: validating both adaptations. In A. Tatnall & M. Webb (Eds.), Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing (pp. 97–103). Springer International Publishing.
Macklem, G. L. (2015). The academic emotion of boredom: The elephant in the classroom. In G. L. Macklem (Ed.), Boredom in the classroom: addressing student motivation, self-regulation, and engagement in learning (pp. 1–10). Cham: Springer International. https://doi.org/10.1007/978-3-319-13120-7_1
Mann, S. (2009, May 11). Why do 60% of students find their lectures boring? The Guardian. Retrieved from https://www.theguardian.com/education/2009/may/12/university-teaching
Mcspadden, K. (2015). You Now Have a Shorter Attention Span Than a Goldfish. Time. Retrieved from http://time.com/3858309/attention-spans-goldfish/
Merlo, L. J., Stone, A. M., & Bibbey, A. (2013). Measuring problematic mobile phone use: Development and preliminary psychometric properties of the PUMP scale [Research article]. https://doi.org/10.1155/2013/912807
Mohan, M., Khaliq, F., Panwar, A., & Vaney, N. (2016). Does chronic exposure to mobile phones affect cognition? Functional Neurology, 31(1), 47–51. https://doi.org/10.11138/FNeur/2016.31.1.047
Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. Schutz & R. Pekrun (Eds.), Emotions in Education (pp. 13-36). Academic https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., Hall, N., Goetz, T., & Perry, R. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696–710.
Pekrun, R., Lichtenfeld, S., Marsh, H., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670.
Pells, R. (2017, June 7). Giving your child a smartphone is like giving them a gram of cocaine, says top addiction expert. Retrieved December 20, 2018, from http://www.independent.co.uk/news/education/education-news/child-smart-phones-cocaine-addiction-expert-mandy-saligari-harley-street-charter-clinic-technology-a7777941.html
Roberts, J. A., Pullig, C., & Manolis, C. (2015). I need my smartphone: A hierarchical model of personality and cell-phone addiction. Personality and Individual Differences, 79, 13–19. https://doi.org/10.1016/j.paid.2015.01.049
Roberts, J., Pentji Yaya, L., & Manolis, C. (2014). The invisible addiction: Cell-phone activities and addiction among male and female college students. Journal of Behavioral Addictions, 3(4), 254–265. https://doi.org/10.1556/JBA.3.2014.015
Seo, D. G., Park, Y., Kim, M. K., & Park, J. (2016). Mobile phone dependency and its impacts on adolescents’ social and academic behaviors. Computers in Human Behavior, 63, 282–292. https://doi.org/10.1016/j.chb.2016.05.026
Sharp, J. G., Hemmings, B., Kay, R., Murphy, B., & Elliott, S. (2017). Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences. Journal of Further and Higher Education, 41(5), 657–677. https://doi.org/10.1080/0309877X.2016.1159292
Sharp, J. G., Sharp, J. C., & Young, E. (2018). Academic boredom, engagement and the achievement of undergraduate students at university: A review and synthesis of relevant literature. Research Papers in Education, 1–41. https://doi.org/10.1080/02671522.2018.1536891
Skues, J., Williams, B., Oldmeadow, J., & Wise, L. (2016). The effects of boredom, loneliness, and distress tolerance on problem Internet use among university students. International Journal of Mental Health and Addiction, 14(2), 167–180. https://doi.org/10.1007/s11469-015-9568-8
Stibel, J. (2017, July 3). Why you’re addicted to your phone … and what to do about it. Retrieved December 20, 2018, from https://www.usatoday.com/story/money/columnist/2017/07/03/why-youre-addicted-your-phone-and-what-do/443448001/
Tamura, H., Nishida, T., Tsuji, A., & Sakakibara, H. (2017). Association between excessive use of mobile phone and Insomnia and depression among Japanese adolescents. International Journal of Environmental Research and Public Health, 14(7), 701. https://doi.org/10.3390/ijerph14070701
Thomas, D. (2016). Cellphone addiction and academic stress among university students in Thailand. International Forum, 19(2), 80–96. Retrieved from http://journals.aiias.edu/iforum/article/view/187/191
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2019-11-25
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