Document Type : Research
Authors
1
Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, BU- Ali Sina University, Hamadan, Iran.
2
PhD Candidate, Department of Psychology, Faculty of Economics and Social Science BU- Ali Sina University, Hamadan, Iran.
3
Ms.C. of Educational Psychology Faculty of Economics and Social Sciences, BU- Ali Sina University, Hamadan, Iran.
10.30473/etl.2026.75290.4447
Abstract
The present study investigated the mediating role of executive function deficits in the association between phubbing and academic engagement among female junior high school students.
Methods: This descriptive-correlational study employed a structural equation modeling (SEM) approach. Using a multistage cluster random sampling method, a sample of 352 female junior high school students was recruited from District 2 of Hamadan, Iran. Data were gathered using the Academic Engagement Scale (Zarang, 2012), the Barkley Deficits in Executive Functioning Scale (BDEFS; Barkley, 2011), and the Generic Scale of Phubbing (GPhS; Chotpitayasunondh & Douglas, 2018). Data were analyzed via Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS software.
Results: The structural model demonstrated satisfactory fit. The path coefficients revealed that no statistically significant direct relationship was observed between phubbing and academic engagement (β= −0.10, p>.05), However, phubbing was a significant positive predictor of executive function deficits (β= 0.68, p<.05), and executive function deficits exhibited a significant negative association with academic engagement (β= −0.50, p<.05). Furthermore, bootstrapping results indicated that the indirect relationship between phubbing and academic engagement through executive function deficits can be accounted for (β= −0.34, p<.001). Given the cross-sectional design, these findings reflect structural associations rather than causal connections.
Conclusion: The findings indicate that executive function deficits are significantly associated with the relationship between phubbing and academic engagement. Therefore, enhancing and protecting executive functions as an underlying cognitive resource should be taken into consideration in support programs designed to help students cope with the challenges of digital distraction.
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