The role of self-regulated learning in modelling the relationships between learning approaches, FoMO and smartphone addiction among university students

Gezgin, DM, Türk Kurtça, T, Mihci, C, Lin, C and Griffiths, MD ORCID: https://orcid.org/0000-0001-8880-6524, 2025. The role of self-regulated learning in modelling the relationships between learning approaches, FoMO and smartphone addiction among university students. British Journal of Educational Technology. ISSN 0007-1013

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Abstract

Smartphone addiction (SA) has become a pervasive issue among university students. Therefore, it is important to better understand the conditions under which SA develops. Previous studies indicate that fear of missing out (FoMO), a psychological barrier to behavioural self-regulation, is often associated with SA risk. In the pedagogical context, poor self-regulation may manifest as lack of self-regulated learning skills (SRLSs), which may, in turn, be associated with the adoption of a superficial approach to learning tasks. Therefore, the aim of the present study was to examine and model the associations between deep and surface learning approaches, SRLSs, SA and FoMO among university students. The sample comprised 687 university students, and structural equation modelling (SEM) was used to analyse the data. The results indicated that SLRSs were positively associated with deep learning, and negatively associated with surface learning. It was also shown that higher SRLSs were associated with lower risk of FoMO and SA. However, while SRLSs may help reduce the level of SA among surface learners by helping them overcome FoMO, the same may not be said for students with a deep learning approach, whose reduced risk of SA due to higher SRLSs was not explained through FoMO. Based on the findings, interventions that aim to improve SRLSs appear warranted, as these may help reduce SA.

Item Type:	Journal article
Publication Title:	British Journal of Educational Technology
Creators:	Gezgin, D.M., Türk Kurtça, T., Mihci, C., Lin, C. and Griffiths, M.D.
Publisher:	Wiley
Date:	5 February 2025
ISSN:	0007-1013
Identifiers:	Number Type 10.1111/bjet.13572 DOI 2367620 Other
Rights:	This is the peer reviewed version of the following article: Gezgin, D. M., Türk Kurtça, T., Mihci, C., Lin, C.-Y., & Griffiths, M. D. (2025). The role of self-regulated learning in modelling the relationships between learning approaches, FoMO and smartphone addiction among university students. British Journal of Educational Technology, 00, 1–25, which has been published in final form at https://doi.org/10.1111/bjet.13572. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Divisions:	Schools > School of Social Sciences
Record created by:	Melissa Cornwell
Date Added:	07 Feb 2025 10:32
Last Modified:	07 Feb 2025 10:32
URI:	https://irep.ntu.ac.uk/id/eprint/52985

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