# Mobile Phone Addiction and Academic Procrastination in Adolescents: The Serial Mediating Roles of Self‐Regulation and Psychological Resilience and the Moderating Role of the Parent‐Child Relationship

## TL;DR

This study explores how mobile phone addiction leads to academic procrastination in adolescents, with self-regulation and psychological resilience playing key roles, and how the parent-child relationship can influence this link.

## Contribution

The study introduces a novel framework showing serial mediation of self-regulation and psychological resilience, and the moderating role of parent-child relationships in the context of mobile phone addiction and academic procrastination.

## Key findings

- Mobile phone addiction significantly increases academic procrastination in adolescents.
- Self-regulation and psychological resilience act as serial mediators between mobile phone addiction and academic procrastination.
- The quality of the parent-child relationship moderates the effect of mobile phone addiction on academic procrastination.

## Abstract

Mobile phone addiction and academic procrastination are two common behavioral challenges among adolescents. While prior research has documented their association, the underlying mechanisms—particularly the mediating roles of self‐regulation and psychological resilience and the moderating role of the parent‐child relationship —remain insufficiently examined.

This study involved 966 adolescents who completed the Mobile Phone Addiction Scale, Self‐Regulation Scale, Brief Resilience Scale, Parent‐Child Relationship Scale, and Academic Procrastination Scale–Short Form. Data were analyzed using partial least squares structural equation modeling (PLS‐SEM).

The results of the research showed that (1) mobile phone addiction had a significant positive effect on academic procrastination; (2) self‐regulation mediated between mobile phone addiction and academic procrastination; (3) psychological resilience mediated between mobile phone addiction and academic procrastination; (4) self‐regulation and psychological resilience served as serial mediators between mobile phone addiction and academic procrastination and (5) parent‐child relationship significantly moderated the association of mobile phone addiction on academic procrastination.

This study describes the further relationships among mobile phone addiction, academic procrastination, and related factors in adolescents. The observed patterns suggest that approaches to adolescent well‐being may benefit from integrated frameworks considering individual, familial, and educational dimensions—with a particular focus on the role of self‐regulation, psychological resilience, and parent‐child relationship.

Based on Social Cognitive Theory (SCT), this study found that self‐regulation and psychological resilience functioned as serial mediators between mobile phone addiction and academic procrastination. Meanwhile, parent‐child relationship significantly moderated the effect of mobile phone addiction on academic procrastination.