ENGL 1033 Negative Effects of Cell Phones on Students Research Paper

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Please write a research on the title above using the attached sources of the bibliography.

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Sulaiman 1 Sulaiman Alshammari Beth Csomay March 25, 2019 ENGL 1033 Lepp, Andrew, Jacob E. Barkley, and Aryn C. Karpinski. "The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students." Computers in Human Behavior 31 (2014): 343-350. Lepp at al. explores the relationship between the use of cell phones, academics, anxiety, and life satisfaction among college students. The article suggests that "college students are the most rapid adopters of cell phone technology” (Lepp et al. 343). Of interest to the project is that the article details the relationships between the variables and the negative impacts that cell phone use can have on the college students in light of the variables. The authors argue that cell phones also impact the physical fitness levels of a student and that the level of usage influences the effect. A participant indicated that most of their cell phone use was during class time and studies. The data in the study also revealed that such statements were common to the high frequency of cell phone users compared to low-frequency users (Lepp et al. 344). Another interest in the project is the relationship variables which included academic performance, anxiety, and satisfaction with life. The text explores other research related to the topic and comes to suggest that cell phone use may have negative impacts on academic performance and life satisfaction. The first interesting fact from the study is that cell use negatively impacts academic performance but positively linked to anxiety. The authors also concluded that the use of cell phones frequently Sulaiman 2 results in less life satisfaction among students compared to those using cell phones less frequently (Lepp et al. 348). Bjornsen, Chris A., and Kellie J. Archer. "Relations between college students’ cell phone use during class and grades." Scholarship of Teaching and Learning in Psychology 1.4 (2015): 326. Chris and Kellie examined the link between grades and cell phone use among students. The study majorly used the research from the students in the United States but also incorporated the research from other students across the world (Chris & Kellie 326). The study is vital to the project in understanding the negative effect that the use of cell phones may have on students' concentration in class and academic performance. The use of cell phones among college students is a dilemma for college and university instructors. The authors acknowledged other researchers' work which stated that more than 90% of students use their cell phones during class weekly and close to 10% of the students sent text messages when undertaking exams (Chris & Kellie 327). The study also identified that cell phone use habits got influenced by increasing awareness, killing time, and entertainment (Chris & Kellie 327). The research used 218 students of a southeastern university during fall to arrive at the conclusions (Chris & Kellie 329). The students’ GPA scores got recorded during the study. The study’s results denoted that in-test scores had a negative association with the daily cell phone use (Chris & Kellie 332). Additionally, the authors argue that their research presents unique proof of the negative relationship existing between the use of cell phones and grades in a semester. The low test scores got associated with high cell phone use especially when in social media during class time (Chris & Kellie 332). One interesting thing from the study is that students who engaged in high social Sulaiman 3 media use in class performed poorly in academics and face increased risks in failing in and completing college with low GPA levels that may impact employment and graduate school chances. Roberts, James, Luc Yaya, and Chris Manolis. "The invisible addiction: Cell-phone activities and addiction among male and female college students." Journal of behavioral addictions 3.4 (2014): 254-265. The study by Roberts et al. explores the way cell phone use is linked to addiction. The study specifically examines the activities involved in cell phone use among college students. The study interests the project on the levels of how cell phone use causes addiction as a negative impact on college students. Additionally, the findings of the study will help in understanding the relationship between cell phone use and addiction to cell phones and the activities assumed to be linked with this addiction but aren't such as the internet. The authors revealed that cell phone addiction gets driven by cell phone activities across male and female users. The authors also found out that cell phone addiction gets driven by the desire to connect socially. College students take their cell phones as a vital component of what they are and are crucial extensions of them (Roberts et al. 254). The text makes further insights by focusing on both sexes. For instance, females spent more time using cell phones compared to their male counterparts (Roberts et al. 259). The article also clearly stipulates male and female differences concerning the use of cell phones which results in addiction. Another interesting factor is that some cell phone activities more likely result in addiction compared to activities. End, Christian M., et al. "Costly cell phones: The impact of cell phone rings on academic performance." Teaching of Psychology 37.1 (2009): 55-57. Sulaiman 4 The authors explore the impact that cell phone rings might impact students' learning in the classroom. The authors also sought to determine the effects of noise on academic performance. The study interests the project in understanding how cell phone use can have an effect on students. Students that experience cell phone disruption may find difficulties identifying lecture content and that their learning could get impaired. The study revealed that cell phone rings during class time especially in video presentations can impair academic performances. The study participants performed poorly on disrupted tests (Christian et al. 56). The cell phone use during video presentations in class causes a negative impact on the students' overall performance. Additionally, the study also revealed that other factors associated with cell phone use also contribute to significant impairment. For instance, ring tones that have acoustic variation cause increased impairment in learning (Christian et al. 57). An interesting factor from the study is that the cell phone tones and even opting to use vibration mode may be ineffective in lecture halls or classrooms. The mere sound of noise regardless of intensity may impair performance. The study could benefit the prevention of impaired performance for students and aid in the regulation of cell phone use. Thornton, Bill, et al. "The mere presence of a cell phone may be distracting." Social Psychology (2014). Thornton et al. explore how the presence of a cell phone impacts an individual's task performance and attention. The study is vital to the project and offers how the presence of a cell phone may impact students negatively. The authors argue that actively using cell phones results in diminished performance in instances of multitasking. The study postulates that the mere presence of a cell phone and its representation may also be distracting and can cause negative effects in social interactions. The study reveals that cell phone presence alone is sufficient to Sulaiman 5 distract and result in reduced attention and task performance more so the tasks that require great attention and cognitive demands (Thornton et al. 479). The text differentiates how cell phone presence affects different groups. For instance, the study indicates that cell phone presence distracts learning among college students. Additionally, the authors implied that academic performance negatively gets impacted because of cell phone use. The article also mentions that the ringing of cell phones during class hours causes a distraction (Thornton et al. 480). The authors also mention that even if the performance levels don't get affected negatively, there are other effects caused by using cell phones. For instance, students who use cell phones during class can take longer when completing reading tasks. This study postulates that disruption is the primary factor caused by cell phone use. An interesting fact from the study is that students’ frequency of text messaging and social media use has a negative correlation with their grades. Baker, William M., Edward J. Lusk, and Karyn L. Neuhauser. "On the use of cell phones and other electronic devices in the classroom: Evidence from a survey of faculty and students." Journal of Education for Business 87.5 (2012): 275-289. Baker et al. illustrate the students' perceptions of electronic devices in the classroom. The article specifically investigates both student and faculty perceptions concerning the use of cell phones in class. Additionally, the article explores whether the use of cell phones and devices should be a commonality in classrooms. The study assists the project in exploring the effects of cell phone use in classrooms among students. The authors suggested that faculty perceptions differ from students' and that the students believe that using electronic devices is appropriate and less disruptive (Baker et al. 25). The article also stipulated that the female students also have a different perception compared to the males in matters of electronic device use as disruptive and less appropriate. Students perceive the use of cell phones as appropriate and not disruptive Sulaiman 6 compared to faculty members. The article highlights that cell phone use among students is high. The text is vital in the creation of policies which concern using cell phones in class. Thomas, Kevin M., Blanche W. O’Bannon, and Natalie Bolton. "Cell phones in the classroom: Teachers’ perspectives of inclusion, benefits, and barriers." Computers in the Schools30.4 (2013): 295-308. Thomas et al. looks at the teachers’ perspectives on cell phone usage by students in the classroom. The study indicates that there is little research on the topic of teachers' perceptions of permitting cell phones in class (Thomas et al. 296). The article contributes to information on literature concerning this area. Thus, the study examined the teachers' attitudes towards integrating cell phones in the class. Additionally, it examined the present use of cell phones for school-related tasks and perceptions of using cell phones in classrooms. The research would help in project work in understanding the negative effects of cell phone use from the perspectives of teachers. Accessibility to cell phones has significantly increased, and most schools (69%) banned students from using cell phones in class (Thomas et al. 296). The authors argued that teachers perceive the use of cell phones in class as disruptive and the most common form of disruption related to cell phone usage is ringing. Also, the article mentions other researchers' work and agrees with the fact that cell phone use impacts students' performance by performing low on the test items that correspond to ringing (Thomas et al. 299). Additionally, students are also likely not to include the information shared during class instruction at the time of the disruption. The teachers also raised concerns about the disruptions caused by text messages. Similarly, the teachers in the survey expressed concerns on how texting has a negative effect on speaking and writing proper English among students (Thomas et al. 299). An interesting piece from the article Sulaiman 7 is that the perception of phones as disruptive adds to the increasing digital divide between teachers and students. Sansone, Randy A., and Lori A. Sansone. "Cell phones: the psychosocial risks." Innovations in clinical neuroscience 10.1 (2013): 33. Sansone and Sansone examined the potential psychosocial hazards that cell phones harbor on individuals. The article focusses on the psychosocial risk of stress as the effect that the cell phone technology has on people. This study examines the potential effects associated with cell phone use. The research contributes to the project through the psychosocial effects that cell phone use may have on students. The authors acknowledge the benefits that accrue from the cell phone use, but the risks also appear as well (Sansone & Sansone 33). The authors argue that there is a relationship between personal stress and cell phone use. For instance, the cell phone use among Japanese students in a study revealed that the students possessing a phone reported stress-related incidents. Sansone and Sansone quote the study they reviewed which stated that email-related stress is linked with poor mental health. The authors also added that cell phone use among eighth-grade students was a reason for sleep disturbance (Sansone & Sansone 34). The text lists several impacts of cell phone use and quotes other studies. ...
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The negative effects of cell phones on students
Despite that cell phones have several advantages on students, they also portrays numerous
adverse effects on them in different categories. Cell phones have been a critical problem to many
of the students within their home places as well as at their schools. The issue has highly spread
throughout the digital world thus attract lots of attention for researchers and scholars. Lately, the
majority of the researchers have studied and experimented the problem hence coming up with
different results. The leading cause of these trending issues is the improvement of technology
worldwide. Therefore, we can as well indicate this problem as one disadvantage among the
possible many of technology. Since technology took over several operations in the world, it has
resulted in some drawbacks and negative effects including the issue of our discussion. According
to various studies around 95 percent of student possesses cell phones while more than 75% of the
cell phones they own are smartphones. Motorola introduced the mobile phone technology in the
early 1970s, and in the last four decades, there has been a severe progression. For the case of
communicating with one another as well as being updated on the ever-evolving online resources
of education, students require to own smartphones. However, the utilization of these cell phones
can play as both positive and negative impacts depending on the handlings. In our essay, we shall
major on the negative effects that the cell phone has enacted on students.

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Literature review
Lepp at al. explores the relationship between mobile phones utilization, academics, anxiety,
and life satisfaction among college students. Most of the phone technology adapters are college
students (Lepp et al. 343). Also, cell phones impact the physical fitness levels of a student and
that the level of usage influences the effect. In his research, Lepp at al. indicated that most of those
students he used to his experiment made it clear that most of their cell phone was used during their
classes and studies. However, it was evident that using cell phones had a significant influence on
life satisfaction and academic performances. According to Lepp, the use of cell phones frequently
results in less life satisfaction among students compared to those using cell phones less regularly
(Lepp et al. 348). Although cell phones were recognized as positive impact towards the students
‘academic performance due to enabling easy availability of revision materials, of late t, has been
one of the critical factors affecting the academic performance of the students negatively. Firstly,
students have been spending so much time on their phones and not studying but surfing the web.
The improved technology provides the student with so much entertainment within the net such that
they won’t get time to explore. For instance, you will find students using their phones to access
sites with dirty stuff like photography which takes much of their time they should use in their
Another reason as to why mobile phones contribute to poor academic performances is
because students will be irrelevantly using their phones during class times as their instructors are
busy lecturing. Also, although the mobile phones are necessary for communication, students have
expanded the meaning of communication whereby you will find them always chatting and talking
to each other sharing unhelpful information and wasting so much time instead of studying and
revising. Besides, in the sector of life satisfactions cell phones might play much of a positive

Surname 3
impact than the negative ones. Nevertheless, students who are focused on being successful in life
will always desire to have time for their studies or for things which might be of help in achieving
their goals (Lepp et al. 349). However, their dreams might be ended due to the availability of
smartphones which might influence them to things that will only waste their time without any gain.
For instance, availability of funny clips on the internet which might catch their attention thus
reducing the time they might have used in doing something useful in their lives. Whatsoever, these

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