Date Created

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

College of Education and Behavioral Sciences, School Psychology, School Psychology Student Work

First Advisor

Athanasiou, Michelle

First Committee Member

Anderson, Jacqueline R.

Second Committee Member

Lewis, Joanna

Third Committee Member

Yu, Han

Abstract

The purpose of this study was to examine nomophobia among middle school students, investigating its relationships with grade level, smartphone OS, school smartphone policy, and academic performance. Grounded in Social Cognitive Theory, the research utilized a sample of 85 U.S. middle school students to address three research questions:

Q1 What relationships exists between middle school students’ grade levels, smartphone operating systems, school smartphone policy, GPA, and nomophobia levels?

Q2 To what extent do middle school student’s grade level, smartphone operating system, and school smartphone policy predict nomophobia?

Q3 Is nomophobia a significant predictor of GPA in middle school students?

Findings indicated that school smartphone restriction policy was the only significant predictor, with stricter policies correlating with significantly lower nomophobia scores. Conversely, nomophobia did not significantly predict GPA, suggesting that structured middle school environments may buffer the academic consequences of technology-related anxiety. These results provide empirical support for institutional policies as effective environmental levers to reduce phone-separation anxiety and advocate for the integration of digital wellness initiatives during early adolescence.

Abstract Format

html

Language

English

Extent

142 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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