Smartphone addiction among college students is closely linked to stress, loneliness, and emotional regulation challenges, while self-control, mindfulness, physical activity, and social support consistently help protect students from excessive use. These conclusions come from a 2026 systematic review by Annisa Dian Karina and Nida Hasanati from the University of Muhammadiyah Malang, published in the Indonesian Journal of Education and Psychological Science (IJEPS). Drawing on international evidence from the past five years, the review matters because smartphone overuse is now shaping student mental health, academic performance, and campus wellbeing worldwide.
Why smartphone addiction has become a campus concern
Smartphones are now central to academic life, social connection, and entertainment. For many students, however, constant connectivity turns into a compulsion that is difficult to control. Surveys across countries show that a large share of university students spend six hours or more per day on their phones, primarily on social media, messaging, and online entertainment. This pattern coincides with rising reports of fatigue, sleep problems, stress, anxiety, and declining academic focus.
In Indonesia and many other countries, universities are increasingly concerned about how smartphone dependence affects learning outcomes and student mental health. Policymakers and educators are searching for evidence-based strategies that go beyond simple screen-time limits. The review by Karina and Hasanati provides a broad, up-to-date synthesis of what drives smartphone addiction and what helps prevent it.
How the evidence was gathered
The authors reviewed 18 peer-reviewed empirical studies published between 2020 and 2025. The studies focused exclusively on college and university students and used standardized measurement tools to assess smartphone addiction and related psychological factors.
The review followed an internationally recognized systematic review process. Relevant studies were identified through major academic databases, screened for quality and relevance, and analyzed to identify recurring patterns. Rather than focusing on one country or campus, the review integrates findings from Asia, the Middle East, Europe, Africa, and North America, with a strong representation from East Asian contexts.
Key risk factors behind smartphone addiction
Across the reviewed studies, several risk factors appeared repeatedly. These factors increase the likelihood that students will rely on their smartphones in excessive or harmful ways.
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Psychological distress: Stress, anxiety, and depression were the most consistent predictors. Students experiencing emotional strain often use smartphones as an escape or coping tool.
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Loneliness and social insecurity: Feelings of isolation, attachment anxiety, or weak social connections were strongly linked to higher smartphone dependence.
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Personality and emotional traits: Traits such as neuroticism, rumination, boredom, and difficulty identifying emotions (alexithymia) raised addiction risk.
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Negative early experiences: Parental psychological control and childhood emotional maltreatment were associated with greater vulnerability later in college life.
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Maladaptive behaviors: Excessive health-related searching online, disordered eating behaviors, and poor time management also increased problematic use.
Together, these findings show that smartphone addiction is not simply a habit problem. It is deeply connected to how students manage emotions, relationships, and daily stress.
Protective factors that help students stay in control
Just as important, the review identifies clear protective factors that reduce the risk of smartphone addiction. These factors appear across cultures and academic settings.
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Self-control and self-regulation: The strongest and most consistent protective factors. Students who can manage impulses and emotions are better able to limit phone use.
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Mindfulness and psychological resilience: Mindfulness practices reduce stress and improve awareness, helping students break automatic usage patterns.
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Physical activity: Regular exercise consistently lowers addiction risk by improving mood and providing healthy alternatives to screen time.
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Social support: Supportive families, positive teacher–student relationships, and a caring campus environment reduce reliance on smartphones for emotional compensation.
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Effective time and leisure management: Structured free time and goal-oriented activities reduce boredom-driven phone use.
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Hope and future orientation: Students who believe in social mobility and personal progress show lower dependence, even in challenging socioeconomic conditions.
Many studies also show that these protective factors work indirectly. For example, physical activity reduces loneliness, which in turn lowers smartphone addiction. Mindfulness strengthens self-control, which then limits excessive use.
What this means for universities and policymakers
The findings carry clear implications for higher education. Smartphone addiction cannot be addressed through restrictions alone. Interventions must strengthen students’ psychological and social resources.
Campus programs that teach self-regulation skills, mindfulness, and digital health literacy are likely to be effective. Universities can also promote physical activity, peer support, and positive academic relationships as part of everyday campus life. Importantly, these strategies benefit not only smartphone use but also overall student wellbeing and academic engagement.
As Karina and Hasanati emphasize, prevention efforts should focus on building strengths rather than punishing behaviors. When students feel supported, capable, and connected, the need for compulsive smartphone use declines.
Author insight
According to Annisa Dian Karina, a psychology researcher at the University of Muhammadiyah Malang, the evidence shows that “smartphone addiction among students is closely tied to emotional regulation and self-control mechanisms.” She notes that strengthening these capacities can help students manage technology in healthier ways, especially in high-pressure academic environments.
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