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© 2024 IJRAR June 2024, Volume 11, Issue 2 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR24B4523
International Journal of Research and Analytical Reviews (IJRAR)
191
Academic Anxiety among Smartphone Addict
Adolescent Students: Does Gender and Subject
Stream make any difference?
Sheeraz Ahmad Dar1, Tabinda2, Showkat Ahmad Lone3, Dr. Javeed Ahmad Puju4
1Research Scholar, Department of Education, University of Kashmir
2Research Scholar, Department of Education, University of Kashmir
3Research Scholar, Department of Education, University of Kashmir*
4Assistant Professor, Directorate of Distance Education, University of Kashmir
Abstract
The present study examined the academic anxiety among smartphone addict adolescent students based on
gender and subject stream. For the research study, a descriptive survey method was adopted. A multistage
sampling technique was used to choose the sample. A sample of 450 smartphone addict adolescent students
was randomly selected from different government higher secondary schools of Kashmir Valley. For the
collection of data, Academic Anxiety Scale by Sharma and Shakir (2019), and the Smartphone Addiction
Scale by Vijayshri and Ansari (2020) were used. Statistical techniques like percentage, t-test, and ANOVA
were used to draw inferences. The results reveal that the majority of smartphone addict students have an
above-average level of academic anxiety. The result of the t-test shows no significant difference between male
and female smartphone addict adolescent students on academic anxiety. The results of ANOVA reveal no
significant difference among arts, science, and commerce smartphone addict adolescent students on academic
anxiety.
Keywords: Academic Anxiety, Smartphone Addiction, Adolescents, Gender, Subject Stream
Introduction
Adolescents experience a variety of life circumstances, including physical and mental changes, awful
events, ongoing pressures, family issues, and everyday problems, which can lead to feelings of anxiety.
Anxiety is a psycho-physiological state that impacts many individuals on a regular basis (Callahan, 2001). It
encompasses feelings of concern, uncertainty, nervousness, and tension due to excessive stimulation of the
nervous system (Spielberger, 1983). There are various types of anxiety one among them is academic anxiety.
Presently, academic concerns are a predominant source of anxiety as students face new challenges, such as
extensive syllabi, a wide range of subjects, integration of technology, and intense competition in the
© 2024 IJRAR June 2024, Volume 11, Issue 2 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
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International Journal of Research and Analytical Reviews (IJRAR)
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educational sphere. Academic anxiety refers to the anxiety associated with potential threats from educational
institutions, learning environments, ineffective study habits, specific subjects or teachers, or examinations. It
involves feelings of restlessness, discomfort, distress, or tension in response to negatively perceived
educational situations. Academic anxiety often leads to students feeling inadequate in their academic abilities
and skills. It can result in inattentiveness, poor academic performance, procrastination, ineffective study
habits, and undesirable physical reactions such as increased heart rate, clammy hands, decreased blood
pressure, insomnia, loss of appetite, and uneasiness (Robinson, Vytal, Cornwell & Grillon, 2013; Huberty,
2012; Fatma & Aqil, 2017; Saplavska & Jerkunkova, 2018). While anxiety is a normal response to certain
situations, academic anxiety can become increasingly detrimental over time. Moderate levels of academic
anxiety can promote positive and intrinsic motivation for educational improvement, but high levels can lead
to disturbed concentration, reduced attention, and diminished retention of knowledge.
The prevalence of smartphones has greatly improved the efficiency and convenience of modern
living. However, its perilous use has also brought up several health, social, and academic problems. (Khoury
et al., 2019; Samaha & Hawi., 2016; Choi et al. 2015). Several research studies have demonstrated a positive
correlation between anxiety and excessive smartphone use, including dependency and smartphone addiction
(e.g. Jenaro et al. 2007; Akin and Iskender 2011; Yang and Lay 2011; Lepp et al. 2014; Wang et al. 2014).
Furthermore, theoretical frameworks have suggested a relationship between anxiety and smartphone addiction
(Billieux 2012; Billieux et al. 2015) as well as pathological Internet use (Davis 2001). According to the trait-
state anxiety theory (Spielberger 1972), situations perceived as anxiety-inducing and threatening may prompt
behavioral responses, which could include certain forms of smartphone use. These responses may function as
coping mechanisms to alleviate perceived anxiety.
However, research studies investigating the correlation between smartphone addiction and anxiety
have produced mixed results. For example, Ithnain et al. (2018) conducted a study that demonstrated high
levels of smartphone addiction are associated with high levels of anxiety among students. Chen et al. (2017)
found that smartphone addiction contributes to anxiety in both male and female adolescent students.
Furthermore, Yang et al. (2019) highlight a positive relationship between student’s academic anxiety and
smartphone addiction, suggesting that students who struggle to control their smartphone usage are more likely
to experience academic anxiety. Adding to the complexity, Lu et al. (2011) found that dependence on text
messaging and the internet did not show a correlation with anxiety. Studies that conceptualize problematic
technology use as an “addiction” ( Huang et al. 2013) suggest that anxiety may predict mobile phone addiction
and internet addiction (Zboralski et al. 2009; Fu et al. 2010), while these variables could also predict anxiety
(Aakin & Iskender 2011), indicating a potential bidirectional relationship. Although most of the previously
mentioned studies were conducted among university students, only a few specifically focused on anxiety
related to academics. Given that academic anxiety can detrimentally impact students’ learning and
performance (Slavin 2012). Therefore, it is crucial to investigate the academic anxiety among smartphone
addict students. To the present investigator’s knowledge, no empirical study has focused on academic anxiety
among smartphone addict adolescent students based on gender and subject stream. As a result, the present
study set out to investigate academic anxiety among smartphone addict adolescent students in the Kashmir
Valley.
© 2024 IJRAR June 2024, Volume 11, Issue 2 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
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Objectives of the study
1. To identify the Smartphone Addict Adolescent Students.
2. To study the prevalence of Academic Anxiety among Smartphone Addict adolescent students.
3. To compare the Academic Anxiety among Smartphone Addict adolescent students based on gender and
subject stream.
Null Hypotheses
Ho1: There is no significant difference between male and female Smartphone Addict adolescent students
on Academic Anxiety.
Ho2: There is no significant difference among arts, science, and commerce Smartphone Addict adolescent
students on Academic Anxiety.
Method and Sample
The descriptive survey method was used for the present study. The investigator used a multistage random
sampling technique to draw the sample from different government higher secondary schools of Kashmir
Valley (J&K). Four hundred fifty (450) adolescent students enrolled in classes 11th and 12th were selected
randomly as a sample from the target group. A sample of 450 smartphone addict students, comprising 240
male and 210 female smartphone addict students was further categorized into 210 Arts, 135 Science, and 110
Commerce smartphone addict students.
Data collection tools:
The following standardized tools were used to collect the required data:
i. Smartphone Addiction Scale developed by Vijayshri and Ansari (2020). The smartphone Addiction
Scale was administered among different higher secondary school students to identify smartphone addicts.
The students whose raw score ranged from 81 and above on the smartphone addiction scale were
considered smartphone addicts. The scale consists of 23 items with 6 dimensions viz, 1) “Compulsion”,
2) “Forgetfulness”, 3) “Lack of Attention”, 4) “Depression and Anxiety”, 5) “Disturbed Hunger/Sleep”,
and 6) “Social Withdrawal”
ii. Academic Anxiety Scale by Sharma and Shakir (2019). This scale consists of 48 items divided into six
dimensions viz, 1. “Teacher”, 2. “A Learning Environment”, 3. “Cognitive Component”, 4. “Study
Habits”, 5. “Symptom of Academic Anxiety” and 6. “Examination Anxiety”.
Data Analysis and Interpretation
The collected data was analyzed by using SPSS version 26. Statistical techniques like percentage, Mean,
Standard Deviation, t-test, and one-way ANOVA were used to find any significant mean difference based on
gender and subject stream.
© 2024 IJRAR June 2024, Volume 11, Issue 2 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
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a. Descriptive statistics
Table 1: Prevalence of Academic Anxiety among Smartphone Addict adolescent students (n=450)
Levels of Academic Anxiety
N
Percentage
High
63
14
Average
316
70.2
Low
71
15.8
Total
450
100%
Table 1 depicts that in the total sample (450) 14% of smartphone addict students have a high level of academic
anxiety while 70.20% and 15.8% of smartphone addict students have average and low levels of academic
anxiety respectively.
b. Comparative analysis
Table 2: Test of significance based on gender
Gender
N
Mean
Std.
Deviation
t-value
P
Male
240
139.37
19.62
.33
.73
Female
210
140.04
22.90
The data in Table 2 depicts that there is no significant difference between male and female smartphone addict
adolescent students on academic anxiety (t=.33, p>0.05). Further, the mean score slightly favors female
students (M=140.04) than male students (M=139.37) but statistically, no significant difference was found
between them. Hence null hypothesis H01 stands accepted.
Table 3: Summary of one-way ANOVA of Academic Anxiety based on subject stream
The data in Table 2 show no significant difference on academic procrastination with respect to subject stream
(F=.053, p>0.05). This implies that there is no difference among arts, science, and commerce smartphone
addict adolescent students on academic anxiety. Further, the mean score slightly favors the arts stream
(M=140.03) than the science (M=139.45) and commerce (139.30) streams but statistically, no significant
difference was found among them. Hence null hypothesis H02 stands accepted.
ANOVA
Subject Stream
N
Mean
Std.
Deviation
F
P
Arts
205
140.03
20.61
.053
.94
Science
135
139.45
22.72
Commerce
110
139.30
20.48
Total
450
© 2024 IJRAR June 2024, Volume 11, Issue 2 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
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Discussion
The results based on descriptive statistics revealed that a majority of the smartphone addict adolescent
students exhibited above-average levels of academic anxiety. Hence, a significant proportion of smartphone
addict students displayed clear symptoms of academic anxiety, such as anxiety related to exams, teachers,
learning environment, study habits, and specific subjects. These students manifested physical signs of anxiety,
including feelings of nausea and sweaty hands, particularly before examinations. A study by Yang et al. (2019)
also found that students who struggle to control their smartphone usage are more likely to experience academic
anxiety. Additionally, as per Ganganahalli et al. (2014), nearly 90% of students expressed feelings of sadness,
being lost, or disconnected from the world when they were unable to use their phones for extended periods,
particularly on exam days. The t-test results indicated that gender does not impact academic anxiety among
smartphone addict students. It can be inferred that both male and female smartphone addict students
demonstrated similar inclinations towards various aspects of academic anxiety, including anxiety related to
exams, teacher-induced anxiety, anxiety stemming from the learning environment, and anxiety associated with
study habits. This specific finding is consistent with prior studies conducted by Rather (2019), Baro & Mishra
(2022), and Mahato & Jangir (2012), which also concluded that gender does not influence academic anxiety.
However, conflicting results were observed in studies by Ganie & Ganai, (2021), Annu, (2020), and Gul,
(2017), which found a significant difference between male and female students in terms of academic anxiety.
The results of ANOVA indicated that the subject stream does not impact academic anxiety among smartphone
addict students. It can be inferred that smartphone addict students in arts, science, and commerce streams
exhibit similar levels of academic anxiety. These results are consistent with prior studies conducted by Deo &
Basantia (2022) and Tina & Annayat (2014), which found no difference in anxiety scores among arts, science,
and commerce adolescent students. Baro & Mishra (2022) also reported that adolescent students in the arts,
science, and commerce streams experience equal levels of academic anxiety. However, contradictory findings
were provided by Pingale (2022) & Gill (2016).
Conclusion
The current study investigated the academic anxiety among smartphone addict adolescent students and it was
found that the majority of the smartphone addict students have obvious symptoms of academic anxiety.
Students were found to spend more time on different social networking sites and online gaming than
academics. Consequently, this can adversely affect their academic performance. Therefore, it is crucial to
mitigate the negative effects of smartphone addiction and academic anxiety by devising tactics to assist
students in managing their time and participating in more meaningful tasks such as reading, sports, and games.
Students also need support in cultivating healthy habits and coping mechanisms to manage their smartphone
usage. Thus, with the rapid growth in smartphone usage, we recommend implementing preventive measures
and interventions to safeguard the younger generation.
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