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<p>The purpose of this study was to develop a classroom phubbing scale to measure phubbing in classrooms. A survey research design was employed. The participants were prospective teachers, consisting of 340 females (58.4%) and 242 males (41.6%) from a faculty of education at a university. Exploratory factor analysis was conducted to ensure the validity of the classroom phubbing scale. The results showed that the Kaiser-Meyer-Olkin measure of sampling adequacy was 0.92, indicating the absence of multicollinearity. In addition, Bartlett’s test of sphericity produced an approximate chi-square value of 4918.342 (<i>p</i> &lt; .001), suggesting that the correlation matrix was not an identity matrix. These two tests confirmed that factor analysis was appropriate for this dataset. Three factors were extracted. The first factor consisted of eight items and was labeled Indicators of Phubbing. The second factor, Determinants of Phubbing, consisted of 11 items. The third factor, Implications of Phubbing, included six items. Together, these factors accounted for 49.66% of the total variance. The final version of the scale included 25 items. ANOVA findings revealed that students with higher general phubbing levels reported having significantly more classroom phubbing behaviors across the sub-dimensions. This suggests that general phubbing tendencies play a meaningful role in shaping students’ classroom phubbing practices. The scale developed in this study, along with the accompanying findings, is expected to offer educators and researchers a practical means of examining classroom phubbing and to serve as a foundation for future scholarly inquiry in this area.</p>

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Phone Shaped Computers and Phubbing in Education: Classroom Phubbing and General Phubbing Among Prospective Teachers

  • 期刊论文

  • 发表日期：

    2025年12月10日

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  • Eylem Kılıç,
  • Çetin Güler

摘要

The purpose of this study was to develop a classroom phubbing scale to measure phubbing in classrooms. A survey research design was employed. The participants were prospective teachers, consisting of 340 females (58.4%) and 242 males (41.6%) from a faculty of education at a university. Exploratory factor analysis was conducted to ensure the validity of the classroom phubbing scale. The results showed that the Kaiser-Meyer-Olkin measure of sampling adequacy was 0.92, indicating the absence of multicollinearity. In addition, Bartlett’s test of sphericity produced an approximate chi-square value of 4918.342 (p < .001), suggesting that the correlation matrix was not an identity matrix. These two tests confirmed that factor analysis was appropriate for this dataset. Three factors were extracted. The first factor consisted of eight items and was labeled Indicators of Phubbing. The second factor, Determinants of Phubbing, consisted of 11 items. The third factor, Implications of Phubbing, included six items. Together, these factors accounted for 49.66% of the total variance. The final version of the scale included 25 items. ANOVA findings revealed that students with higher general phubbing levels reported having significantly more classroom phubbing behaviors across the sub-dimensions. This suggests that general phubbing tendencies play a meaningful role in shaping students’ classroom phubbing practices. The scale developed in this study, along with the accompanying findings, is expected to offer educators and researchers a practical means of examining classroom phubbing and to serve as a foundation for future scholarly inquiry in this area.