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Phubbing in the Academic Environment and its Relationship with Types of Students’ Academic Motivation

Phubbing in the Academic Environment and its Relationship with Types of Students’ Academic Motivation

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Recieved: 02/17/2025

Accepted: 12/07/2025

Published: 12/20/2025

Keywords: phubbing; phubbing in the academic environment; problem smartphone use; academic motivation; introjected motivation; external motivation

Pages: 146-155

DOI: 10.11621/npj.2026.0112

Available online: 19.12.2025

To cite this article:

Pronenko, E.A., Loseva, V.D. (2026). Phubbing in the Academic Environment and its Relationship with Types of Students’ Academic Motivation. National Psychological Journal, 21(1) , 146-155. https://doi.org/10.11621/npj.2026.0112

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Issue 1, 2026

Pronenko, E.A. Don State Technical University

Loseva, V.D. Southern Federal University

Abstract

Background. Smartphones have become an integral part of modern life, facilitating online communication while simultaneously complicating offline interactions, particularly due to phubbing — a consequence of smartphone dependence, in which individuals ignore others in a social context by focusing on their phones. Phubbing is widespread in the academic environment and can be viewed as a contextual manifestation of general phubbing. We assume that the type of academic motivation and students’ regulation of learning activity may be associated with phubbing behaviour.

Objective. The aim of this study is to examine how phubbing during academic activities is related to students’ types of academic motivation and their conscious regulation of learning activity.

Study Participants. The sample included 100 university students majoring in psychology and pedagogy (mean age = 20.19 years, SD = 2.46 years), of whom 17 were male students and 83 were female respondents.

Methods. The following methods were used: Phubbing Scale (Karadağ, 2015, adapted by Ekimchik, Kryukova, 2022); the Conscious Regulation of Learning Questionnaire (Galuza, 2013); the Short Academic Motivation Scale (Gordeeva et al., 2014). Correlation analysis, regression analysis, and group comparisons were conducted.

Results. Introjected and external types of academic motivation were significantly associated with phubbing. Moreover, students with higher levels of phubbing scored significantly higher on the scales of Introjected Motivation and External Motivation as compared to students with lower levels of phubbing. No significant correlations were found between phubbing and indicators of conscious regulation of learning activity.

Conclusion. We conclude that a high level of introjected or external academic motivation in students — associated with feelings of obligation, shame, or external pressure to study — may be connected to the manifestation of phubbing behaviour in the academic environment.

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To cite this article:

Pronenko, E.A., Loseva, V.D.. Phubbing in the Academic Environment and its Relationship with Types of Students’ Academic Motivation. // National Psychological Journal 2026. 1. Pages146-155. doi: 10.11621/npj.2026.0112

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