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Background <p>Academic anxiety is recognized as a risk factor of smartphone addiction among college students. However, the underlying mechanisms and moderating factors remain insufficiently explored.</p> Method <p>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).</p> Results <p>Moderated mediation analysis finds that academic anxiety significantly positively predicts smartphone addiction (β = 0.30, t = 7.24, 95%CI=[0.22, 0.38], <i>p</i>&lt;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], <i>p</i>&lt;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], <i>p</i>&lt;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], <i>p</i>&lt;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.</p> Conclusion <p>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.</p>

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The impact of academic anxiety on smartphone addiction among college students: the mediating role of self-regulatory fatigue and the moderating role of mindfulness

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月9日

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  • Linghao Kong,
  • Mingzhe Zhao,
  • Weijun Huang,
  • Weijuan Zhang,
  • Junlin Liu

摘要

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.