Cellphone Abuse and Academic Boredom Among University Students in Thailand
Keywords:
Academic boredom, cellphone abuseAbstract
The emotional context of learning continues to be a problem while there is a growing signs of cellphone addiction among university students within higher education. While addiction to cellphones is a concern there are also worries over academic boredom. Therefore, the purpose of this study was to explore the relationship between cellphone overuse and academic boredom. This study assessed participants’ perceptions of cellphone overuse and academic boredom as well as determining the strength of the association between the two constructs. A sample of 176 participants was taken from a university located in Thailand. Using multiple regression, the results indicated that academic boredom has a slight positive relationship with cellphone overuse when controlling for number of credits studying, gender, major, club participation, and year of study. This indicates that teachers may want to consider the academic load of students as well as the students’ engagement when addressing how to encourage temperate use of cellphones.
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
Vate-U-Lan, P. (2015). Text neck epidemic: A growing problem for smart phone users in Thailand. International Journal of the Computer, the Internet and Management, 23(3), 27–32.
Yildirim, C., & Correia, A.-P. (2015). Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire. Computers in Human Behavior, 49, 130–137. https://doi.org/10.1016/j.chb.2015.02.059
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
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
Vate-U-Lan, P. (2015). Text neck epidemic: A growing problem for smart phone users in Thailand. International Journal of the Computer, the Internet and Management, 23(3), 27–32.
Yildirim, C., & Correia, A.-P. (2015). Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire. Computers in Human Behavior, 49, 130–137. https://doi.org/10.1016/j.chb.2015.02.059
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
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2019-11-25
How to Cite
Thomas, D. (2019). Cellphone Abuse and Academic Boredom Among University Students in Thailand. SIKKHA Journal of Education, 6(2), 21–32. retrieved from https://so05.tci-thaijo.org/index.php/sikkha/article/view/172165
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Research Article
