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An Exploration of Problematic Smartphone Use among Chinese and British University Students

Yang, Zeyang (2018) An Exploration of Problematic Smartphone Use among Chinese and British University Students. PhD thesis, University of York.

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This body of research aimed to explore the prevalence and correlates of problematic smartphone use (PSU) among Chinese and UK university students. The studies presented in the thesis tested a hypothesised model of relationships between PSU and factors including academic anxiety, procrastination, self-regulation and life satisfaction. A cross-cultural comparison of PSU among Chinese and British undergraduates was also undertaken. The studies presented used self-reported questionnaire data and semi-structured interview data to address a series of research questions about the prevalence and correlates of PSU. Data were gathered from 475 undergraduates studying in a Chinese university, and 303 British undergraduates. Path analysis and framework analysis were used to analyse the data. A good model fit was found for the Chinese, but not the UK sample, in which PSU predicted academic procrastination and academic anxiety; and self-regulation predicted PSU, academic anxiety, academic procrastination and life satisfaction. Chinese undergraduates reported significantly higher levels of PSU than British students, with a medium to large effect size. In both China and the UK, females scored significantly higher for PSU than males. In both samples similar explanations were given for PSU. However, only the Chinese students cited difficulties in adapting to a freer college life after the sharp transition from a strictly managed high school life as an explanation. This thesis aims to enhance our understanding of the PSU, mental health and well-being of college students, and to explore some of the possible mechanisms underpinning it. This research indicates the importance of considering cultural factors and educational/contextual backgrounds when conducting studies on problematic smartphone use.

Item Type: Thesis (PhD)
Related URLs:
Academic Units: The University of York > Department of Education (York)
Identification Number/EthosID: uk.bl.ethos.766591
Depositing User: Mr Zeyang Yang
Date Deposited: 24 Jan 2019 14:20
Last Modified: 19 Feb 2020 13:07
URI: http://etheses.whiterose.ac.uk/id/eprint/22632

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