The Context of Distraction: Moderating Effects of Academic Discipline and Socioeconomic Status on Cell Phone Multitasking and GPA among Indian Undergraduates

Authors

  • Suresh C. Joshi GLA University, Mathura, UP, India; and Educational Psychology, Texas A&M University, College Station, TX, USA, United States https://orcid.org/0000-0003-4906-3144

DOI:

https://doi.org/10.47679/jopp.7412802025

Keywords:

Cell Phone Multitasking, Academic Performance, Cross-Cultural Psychology, Digital Distraction, Cognitive Engagement, Self-Regulation.

Abstract

This study investigated how cell phone multitasking (CPM) influences academic performance, measured by Grade Point Average (GPA), among Indian undergraduate students. A total of 476 students from a large private university in Northern India completed a structured survey assessing CPM frequency, socioeconomic status (SES), academic discipline, and institutional phone-use policies. Hierarchical regression analysis was conducted to examine the predictive relationship between CPM and GPA and to test the moderating effects of SES and academic discipline. Results indicated a significant negative association between CPM and GPA (ρ = –0.15, p < 0.001), with students who multitasked more frequently exhibiting lower academic performance. In the final regression model, CPM emerged as a statistically significant but modest predictor of GPA (β = –0.06, p < 0.05), explaining a small proportion of variance in academic outcomes (ΔR² = 0.035, total R² = 0.130). The effect size was small but significant (ηp² = 0.016, 95% CI [0.000002, 0.0106]). The negative association was stronger among STEM students (ρ = –0.20, p < 0.001) and those from lower SES backgrounds (ρ = –0.25, p < 0.001), suggesting that both cognitive load and socioeconomic constraints exacerbate the academic costs of multitasking. Furthermore, stricter institutional phone policies mitigated CPM’s adverse impact on GPA. These findings demonstrate that frequent multitasking with mobile phones hinders academic achievement, particularly among students facing higher cognitive demands or limited resources. The study underscores the importance of structured phone-use policies, targeted digital literacy programs, and equitable academic support to help students regulate digital distractions and enhance learning outcomes in higher education contexts.

Author Biography

Suresh C. Joshi, GLA University, Mathura, UP, India; and Educational Psychology, Texas A&M University, College Station, TX, USA

Suresh C. Joshi is a Professor of Learning Design and Technology, and Organizational Behavior. His research interests include instructional design and technology, artificial intelligence, metaverse, pedagogical innovations, social-emotional learning, self-regulation, psychological well-being, and leadership in crisis. His PhD research revolved around developing a theoretical framework for the correlation between cell phone use and sleep quality, academic performance, and psychological well-being. Dr. Joshi is a Center for Teaching Excellence certified instructor from Texas A&M University, USA. He has developed a teaching model based on low-cost pedagogical game tools for which he was awarded a Fulbright fellowship from the US Department of State. He has published around 50 research papers and four books.

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Published

2025-11-14

How to Cite

Joshi, S. C. (2025). The Context of Distraction: Moderating Effects of Academic Discipline and Socioeconomic Status on Cell Phone Multitasking and GPA among Indian Undergraduates. Journal of Psychological Perspective, 7(4), 335–348. https://doi.org/10.47679/jopp.7412802025

Issue

Vol. 7 No. 4 (2025)

Section

Original Research Articles

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