Correlation of Loneliness and Impulsivity with Academic Adjustment of Female Students: Mediated by Smartphone Addiction

The transition to school brings about changes in a student’s self-perception and relationships with others, which can make adjustment difficult. This research aimed to investigate the mediating role of smartphone addiction in the correlation between loneliness and impulsivity with academic adjustment in female high school students. The statistical population of this descriptive-correlational study included all female high school students in Ahvaz, Iran, during 2022-23 academic year. The stratified cluster sampling method was employed to select 406 students as the research sample. The research instruments included the Academic Adjustment Scale, Loneliness Scale, Impulsivity Inventory, and Mobile Phone Addiction Scale. The proposed model was evaluated through path analysis in SPSS version 26 and AMOS version 25, while the indirect paths were tested through bootstrapping. There was a negative correlation between smartphone addiction (r=-0.43, P=0.001), loneliness (r=-0.32, P=0.001), and impulsivity (r=-0.27, P=0.001) with academic adjustment in the students. In contrast, there was a positive correlation between smartphone addiction and loneliness (r=0.31, P=0.001) as well as impulsivity (r=0.32, P=0.001). Moreover, there was a positive correlation between impulsivity and loneliness in the students (r=0.45, P=0.001). The results showed that all direct paths, except loneliness, were significantly correlated with academic adjustment (P<0.001). Indirect paths to academic adjustment were also significant when mediated by smartphone addiction (P<0.001). According to the results, the research model had a good fit (TLI=0.94, CFI=0.96, NFI=0.96, and RMSEA=0.059). Based on the research model, impulsivity and smartphone addiction had a negative correlation with the academic adjustment of female students. Smartphone addiction played a mediating role in the correlation between loneliness and impulsivity with the adjustment of female students. The results can provide a good model for designing and developing specific plans to prevent academic failure and improve academic adjustment.