The impact of academic anxiety on smartphone addiction among college students: the mediating role of self-regulatory fatigue and the moderating role of mindfulness
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Abstract
BACKGROUND: Academic anxiety is recognized as a risk factor of smartphone addiction among college students. However, the underlying mechanisms and moderating factors remain insufficiently explored. METHOD: This study examines the impact of academic anxiety on smartphone addiction, focusing on the mediating role of self-regulatory fatigue and the moderating role of mindfulness. Using convenience sampling strategy, a cross-sectional survey was implemented. Data were collected from a survey of 685 college students by using the Academic Anxiety Scale, Smartphone Addiction Scale, Self-Regulatory Fatigue Scale, and Mindfulness Scale. The hypothesized moderated mediation model was analyzed using Hayes' (2017) PROCESS macro (Model 59). RESULTS: Moderated mediation analysis finds that academic anxiety significantly positively predicts smartphone addiction (β = 0.30, t = 7.24, 95%CI=[0.22, 0.38], p<0.001) in college students. Academic anxiety also indirectly predicts smartphone addiction through self-regulatory fatigue (β = 0.09, t = 2.43, 95%CI=[0.02, 0.16], p<0.05), with the mediation effect accounting for 11.76%. The mediation pathways are moderated by mindfulness. Compared with students with low mindfulness, the influence of academic anxiety on self-regulatory fatigue is stronger in students with high mindfulness(β = 0.10, t = 3.85, 95%CI=[0.05, 0.16], p<0.001). However, compared with students with low mindfulness, the influence of self-regulatory fatigue on smartphone addiction is weaker in students with high mindfulness(β=-0.08, t= -2.53, 95%CI=[-0.15, -0.02], p<0.05). That is, among individuals with a high level of mindfulness, mindfulness enhances the positive relationship between academic anxiety and self-regulatory fatigue while weakening the positive association between self-regulatory fatigue and smartphone addiction. CONCLUSION: These findings elucidate the internal mechanisms linking academic anxiety to smartphone addiction and underscoring the dual role of mindfulness. The results offer valuable insights for developing strategies to prevent and manage smartphone addiction among college students.
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- Authors
- Kong, L., Zhao, M., Huang, W., Zhang, W., & Liu, J.
- Affiliations
- Huazhong University of Science and Technology (CN)
- Jiujiang University (CN)
- Gannan Normal University (CN)
- Corresponding author
- Zhao, Mingzhe
- Venue
- BMC Psychology
- Published
- 2025-04-09
- Volume
- 13
- Issue
- 1
- Pages
- 354-354
- ISSN
- 2050-7283 (ISSN-L)
- PMC
- PMC11983919
- OpenAlex
- W4409286102
- Cited by
- 21
- References
- 70
- Citations by year
- 2026: 18 · 2025: 3
- FWCI
- 36.33
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- BMC Psychology (publishedVersion, cc-by-nc-nd)
- Research Square (acceptedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by-nc-nd)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Keywords
- academic anxiety, smartphone addiction, self-regulatory fatigue, mindfulness, university students, moderated mediation, smartphone use
- MeSH terms
- Self-Control, Smartphone, Internet Addiction Disorder, Adolescent, Adult, Anxiety, Cross-Sectional Studies, Fatigue, Female, Humans, Male, Students, Universities, Behavior, Addictive, Young Adult, Mindfulness
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