March 25, 2019
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
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
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
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
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.
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
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
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
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
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
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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