CHAPTER: II

REVIEW OF RELATED LITERATURE

 36

Introduction:

A scientific psychological research needs to review related literature from the

past to establish a relationship between the variables under study. According to Koul

(2009), “research can never be undertaken in the isolation of the work that has already

been done on the problems related to the study proposed by any research.” An

investigator needs to review literature from sources like relevant research journals,

books etc. to the areas of interest, reviews of previous work done on a particular area,

abstracts, indexes, encyclopedias, doctoral dissertations, articles, supervisor‟s

suggestion etc. But, in this technologically advanced age, a researcher accesses to

internet also, where she/he can access online library, e-journal etc. The present

researcher surveyed libraries situated in Guwahati city, and had an access to internet

extensively for searching relevant studies conducted in India and outside of it. But only

a few studies which were directly related to the present study were found available.

Again, the number of studies on mobile phone addiction is scanty. It is obvious, because

the concept is contemporary. The investigator reviewed the literature of last 12 years

based on the following criteria. These are:

1. Relationship between family environment and academic achievement,

2. Mobile phone use/or addiction and academic achievement,

3. Specifically related to academic achievement, home environment and gender

etc.

But, for the overall organizational framework for the review, the chronological

method was employed. The details are reported in the following sections.
 37

 Campbell (2005) studied the impact of the mobile phoneon young people‟s

social life (such as, peer relationships, family relationships and on the institution

of the school). Young people use mobile phones positively to organize and

maintain social networks with others. Certain negative impacts of mobile phone

are also seen on young peoples‟ peer relationships, such as, ostracism and cyber

bullying. Likewise, the usage of mobile phone has led to change the dynamics in

a family. The issues of safety and surveillance from the perspectives of parents

lead to negotiate the changing freedoms for young people. Although the

functional coordination can be beneficial for a family, but some other problems

can arise, which include financial difficulties, non-custodial parent access, and

over reliance on the mobile phone for safety issues and disturb young peoples‟

lives. Disruptions to lessons, incidences of cheating and bullying etc. are the

negative impacts of mobile phone using in school while texting parents of

truants seems to be positive.

 Marjoribanks(2005) in a longitudinal study examined the relationship among

intellectual ability, family environment, and academic achievement among

young Australian adults (4,397 men, 4,703 women; M age=20.2 yr., SD=0.4). In

that study Marjoribanks found:

Earlier achievement and family influences were important as separate

variables in explaining differences in later academic attainment. In addition,

earlier achievement and family influences reinforced each other to account for

additional shared variance in young Australian adults' academic attainment.

 38

 Mohanrajand Latha (2005) conducted a study on Perceived Family Environment

in Relation to Adjustment and Academic Achievement withthe aim to

investigate the relationship between family environment,the home adjustment

and academic achievement in adolescents. The sample size was 109 and the

chronological age of the subjects ranges from 14 to 16 years. The samples were

drawn from schools situated in Chennai. The investigators used Family

Environment Scale, developed by Moos and Moos (1986) and Bell‟s adjustment

inventory Revised (1962). Adolescents‟ academic scoreswere taken from the

school records. The result showed that family environment appeared to have an

influence on home adjustment and academic performance. Most of the subjects

of the sample perceived their families as cohesive, organized, achievement

oriented and emphasizing on moral – religious issue with minimal conflict.

Cohesion, conflict, control, intellectual – cultural orientation and independence

in the family environment influenced home adjustment. Academic performance

was significantly related to independence and conflict domains of family

environment. Boys and girls differ in perception of the home and environment.

 Leung (2007) conducted a study with the objectives (1) to identify addiction

symptoms that are uniquely associated with mobile phone use among

adolescents in Hong Kong; (2) to examine how demographics and psychological

attributes (such as leisure boredom, sensation seeking, and self-esteem) of

individuals are related to the addiction symptoms; and (3) to explore how these

attributes, mobile phone addiction symptoms, and social capital can predict
 39

improper use of the mobile phone. This study was conducted in Hong Kong in

China, among 402 teenagers and young adult whose ages ranged from 14-20.

Four addiction symptoms were identified by exploratory factor analysis method.

These were: „losing control and receiving complaints,’ ‘anxiety and craving,’

‘withdrawal/escape,’ and ‘productivity loss.‟ This study found that those who

scored higher on leisure boredom and sensation seeking, their likelihood to

addiction were also higher. Conversely, participants with higher score on self-

esteem showed less of such tendency. Again, respondents scored low on self-

esteem but high on sensation seeking, showed the most improper use of the

mobile phone.

 Daulta(2008) conducted a study the impact of home environment on the

scholastic achievement. This study was conducted on 120 students of class viii

selected from senior secondary schools ofPanipat in Haryana, India. The

variables under study were measured by using Misra‟s Home Environment

Inventory Scale and by collecting Records of report cards of students and other

school records. This study showed a positive impact of home environment on

the mean values of scholastic achievement of adolescents. Also more significant

positive correlation was found between the good quality of home environment

and the „high‟ level of scholastic achievement of boys than girls. Finally, the

study highlighted that good quality of home environment had more significant

positive effect on „high‟ level of scholastic achievement. Hence, the study

concluded that family environment plays a pivotal role in a child’s academic

achievement (Jung 1993).

 40

 Weerakkody and Ediriweera (2008) studied the difference of influence of gender

on academic performance of 1200 Management and Commerce Undergraduates

(600 females and 600 males) in the University of Kelaniya in Sri Lanka. The

subjects were recruited by using Stratified random sampling. The survey used 5

years data related to the period, from 2002/2003 academic year to 2006/2007

academic year. The study showed no significant difference between the students

of Commerce and Management. But significant differences were found on the

academic performance of male and female students. Exploratory data analysis

revealed that at the university examinations, in all the course units of

Management and Commerce degree, female students tend to perform better than

male students. Finally, the study reported that female students have higher

academic performance than male students.

 Hendrikz, Prins, Viljoen, and Preez (2009) conducted a study on the use of

mobile phones in enhancing academic performance indistance education: an

African perspective with two research questions. Firstly, will SMS academic

support have a positive impact on the completion rate in the minimum period of

study? And secondly, did the SMS messages improve the academic performance

of the students in the various modules? For the purpose of the study, the Unit for

Distance Education at the University of Pretoria developed five innovative

academic SMS tools, such as instructional, quiz and mini lecture SMS messages.

The study was conducted between two groups, that is, control and experimental

group. The messages were sent to an experimental group, but not to control
 41

group. Then the academic performances of both the groups were compared. The

results indicated that the experimental group performed better than the control

group in some of the aspects which were measured. But it was not conclusively

proved that the SMS messages had a specific impact on academic performance.

 End, Worthman, Mathews, and Wetterau(2010) conducted a study among 71

under-graduate college students to investigatethe impact of cell phone rings on

academic performance. This study was on “psychology of note taking” during

which they took notes on video content and later completed a multiple-choice

test on the material. The study was conducted between two groups. One group

was in ringing condition where a video which was playing was disrupted

through the ringing of cell phone which other group was in control condition

where no such activities were done. The video was playing without any

disruption. It was hypothesized that the cell phone rings would impair

performance was confirmed. The result revealed that the students of the group

who were in the ringing condition showed significantly worse performance on

the disrupted test items than the students of the control group. Besides, students

who were in the ringing condition during this research, less likely to include the

disrupted information in their notes. Finally the study concluded that cell phone

rings (during a video presentation) impaired academic performance of students.

 Muola(2010) studied the relationship between academic achievement motivation

and home environment among 235 students of standard eight whose age ranged

between 13 and 17 years, in Kenya. The subjects were recruited randomly from
 42

six urban and rural primary schools located in Machakos district. To measure

levels of academic motivation and home environment, two questionnaires,

namely the Simple Profile (SP) and Home Environment Questionnaire were

used. The result of the study revealed that a significant (p < 0.05) positive

relationship exited between six of the home environmental factors and academic

achievement motivation. These six factors of home environments are: fathers’

occupation (r = 0.22), mothers’ occupation (r = 0.26), fathers’ education (r =

0.15), mothers’ education (r = 0.14), family size(r = 0.26) and learning facilities

at home(r = 0.23). But, parental encouragement was not significantly (r = 0.03)

related to academic achievement motivation. The study also highlighted that the

subjects‟ motivation to do well in academic work is dependent on the nature of

the home environment they live in.

 Ahmed, Qazi, and Perji(2011) conducted a research among 500 students in

Pakistan to study the pattern of mobile phone usage among youngsters to

explore the extent of addictive behavior towards its usage. The result of the

study indicated that majority respondents were able to draw a line of priorities

between the responsibilities and commitments and the cell phone usage. Very

few always showed extreme addictive behavior while rests of the respondents

were not frequently involved in addictive usage patterns. Youngsters use their

cell phones logically and controllably within a limit and do not tend towards

extreme behaviors which are capable to lead towards addictive cell phone usage.
 43

 Javid, Malik, and Gujjar (2011) conducted a study on mobile phone culture and

its psychological impacts on students’ learning at the university level to

determine the effects of mobile phone on the performance of students (at

University level). The sample size was 390. The subjects were students of The

Islamia University of Bahawalpur, Bahawalnagar Campus, Pakistan. The

subjects were taken by giving representation to all the students of all the

programs offered in the campus. A questionnaire having 25 items on five stages

scale was administered with the subjects. Data was analyzed by using SPSS

XIV. This study revealed that students share useful information with their

classmates and teacher, can consult dictionary and thesaurus etc. for academic

purpose through mobile phone. The female students live in remote areas feel

secure and their parents can contact them whenever necessary. But at the same

time, research also revealed that mobile phone is wasting the students‟ precious

time and money.”Moreover it has increased the rate of telling lie among

students. It has also put everlasting impacts on our culture.

 Shivane(2011)studied the family environment and mental health of the tribal and

urbansecondary students. The sample size of the study was 300 (N=300, Tribal

150, urban-150) and the subjects were children whose age ranged between 11 to

16 years. They were studying in Vii to X standard and selected randomly from

10 schools in Pune district. Two psychological tools, namely Family

Environment Scale by Dr. Bhatia and Chadha (1993) and Mental Health Battery

by Singh and Gupta (1983) were used in this study. This study finds significant

difference in terms of family environment dimensions such as, expressiveness,

 44

conflict, acceptance and caring, independence, active recreational orientation,

organization and control between tribal students and urban students. No

significant difference was found in cohesiveness. Also, the significant difference

was seen in terms of the components of mental health, such as emotional

stability, over-all adjustment, autonomy, security-insecurity, self-concept,

intelligence between tribal students and urban students.”

 Chawla(2012) conducted a study to test the relationship between family

environment and academic achievements among 200 randomly selected students

(100 boys and 100 girls) of the 9th standard of Marathi medium schools of Nasik

City. Family Environment Scale by Dr. Harpreet Bhatia and Dr. N.K. Chadha

(1993) and Second semester (yearly) marks of 9th standard were used to

measure family environment and academic achievement respectively. The data

were analyzed by using Pearson correlation coefficient and found that family

environment score was positively correlated with the academic achievement of

the students.

 Duncan, Hoekstra, and Wilcox (2012) studied the effects of technology use on

the attitude and learning of students. The research was conducted at a state

university in the western United States over two semesters in eight introductory

science courses. Results of the research showed a significant negative correlation

between in-class phone use and final grades.

 45

 Kalra and Manani(2012) studied the effect of family environment on academic

achievement and academic anxiety among a group of 100 students in Uttar

Pradesh. The result of the study showed that male and female subjects were

different significantly based on their family environment, academic achievement

and academic anxiety. Among the high and low family environment subjects

showed significant differences on academic anxiety, but their academic

achievements were almost same despite having the levels of difference on family

environment.

 Mishra and Bamba (2012) conducted a study in Kurukshetra of Haryana on the

Impact of family environment on academic achievement of secondary school

students in science subjectwith the aim to investigate the impact of family

environment on academic achievement of a child. The investigators used Family

environment scale for student, Family Environmental scale for parents and Socio

economic status Inventory. These materials were prepared by the researchers.

The samples were drawn from fourpublic Schools of Kurukshetra district. The

investigators included students of class ix and their parents as subjects. The

subjects were selected randomly (but the No. of sample was not mentioned

clearly). The study revealed that school performance of students was found to

have significant and positive relationship with their perceptions of overall family

environment and its four dimensions. The dimensions were Achievement

orientation, Cognitive stimulation, Recreational Orientation and Home structure.

Likewise, the school performance of students was found to have significant and

positive relationship with parent's perception caption of overall family

 46

environment, and its four dimensions. This study also found that achievement

orientation and cognitive stimulation dimensions of family environment have

relatively higher relationship with school performance compared to other

dimensions.

 Olofinniyi, Fashiku, Fashiku, and Owombo(2012) have conducted a study on

access to GSM and students’ academic performance in secondary school of

Osun State, Nigeria to examine access to Mobile Phone (GSM) and its effects on

students’ academic performance in secondary schools in Osun State, Nigeria.

The sample size of the study was 100. The sample was drawn randomly from ten

(10) senior secondary schools in Osun State, Nigeria. The data were collected by

using two instruments, such as, the GSM Access (GA) and Academic

Performance (SAP) structured questionnaire. Two hypotheses were formulated.

Data were statistically treated by using Pearson Product Moment of correlation

coefficient and t-test statistics. The result revealed correlation between student’s

use of GSM (Mobile phone) and their academic performance. The study equally

revealed that there is no significant relationship between access to GSM (mobile

phone) and student’s academic performance and also there is no significant

difference between the GSM (Mobile phone) and students’ academic

performance of public and private schools.Therefore, the paper recommends

that; teachers, parents, school management and all the stakeholders in

education industry are to strictly monitor the activities of students and

discourage the usage of this device to avoid academic distractions as it

 47

contribute more of negative values than the positive ones to education in

secondary schools.

 Shambare, Rugimbana, and Zhowa (2012) conducted a study with a prime

research question that is, what types of behaviour are associated with mobile

phone usage? As such, a 33-item questionnaire was prepared to measure the

addictive and habitual behaviour and was administered to subjects. The

researchers found that mobile phone usage is not habit-forming and addictive.

The result also suggests that possibly mobile phone is the biggest non-drug

addiction of the 21st century.

 Singh and D‟cruz(2012) studied the relationship between family environment

and Intelligence. Total No. 200 children of 13 to 15 years, among them 100

boys and 100 girls from English medium schools of Secondary State Certificate

(SSC) board were recruited for the study. Two psychological tools called

Family Environment Scale (FES) by (Bhatia and Chadha, 1993) and the

Standard Progressive Matrices (SPM) by (Raven, 1938) were used in the study.

The data analysis showed a significant positive correlation between all the

dimensions of Family environment and intelligence, such as Cohesion and

Intelligence r = 0.149 (p<0.01), Expressiveness and Intelligence r =0.19

(p<0.01), Conflict and Intelligence r = 0.143 (p<0.01), Acceptance and caring

andIntelligence r = 0.270 (p<0.01), Independence and Intelligence r = 0.209

(p<0.01 ),Active Recreational activities and Intelligence r = 0.216 (p <0.01),

Organization andIntelligence r = 0.413 (p<0.01), Control and Intelligence r =

 48

0.314 (p<0.01). No significant difference was found between boys and girls on

the dimensions of Family Environment Scale and on Intelligence.

 Walsh (2012) reviewed literature on cell phones and student achievement in

which the researchers had taken available onboard tools and different apps

which are available for downloading as the basis of the study. Many teenagers

were kept these tools in their pockets and were inside the classroom. The

researchers expected that the review will be able to bring to light some

innovative ways of how to being used of cell phone and it‟s positive and

negative influences on students‟ achievement. The results indicated that despite

the fact that several studies showed increases in student participation in class,

but there is no conclusive evidence which suggests that usage of cell phone is

positively or negatively influential on students‟ achievement. The researchers

recommended further research on it.

 Acharya, Acharya, and Waghrey(2013) studied the health effects of cell phone

usage. It was conducted among the students who were admitted to pursue

professional courses in colleges situated in urban setting. Students of both the

sexes were taken as subjects for the study and their ages were in between 17 to

23. A self-administered, pre-tested questionnaire, in which a few common

negative mental and physical health symptoms attributed to cell phone usage

were included, was administered with the subjects. The result showed that

96.1% of the subjects possessed cell phones and they use cell phone a maximum

time of the day. 51.47% subjects had headache, while 50.79% had
 49

irritability/anger followed by 32.19% had body aches, 36.51% had eye strain and

13.8% had digital thumb. Subjects also reported some other symptoms of mental

health, such as anxiety, insomnia, lack of concentration and poor academic

performance etc. Also, accidents were reported due to cell phone driving.

 Amirtha and Kadhiravan(2013) studiedthe relationship between emotional

intelligence and family environment of 220 higher secondary students in

Madras. Data were collected by using family environment scale by Bhatia

&Chadha (1993) and emotional intelligence by Shailendra Singh (2004). Results

of the study indicated that many dimensions of family environment are

significantly correlated with the emotional competencies of the subjects. Further,

it is also highlighted that the dimension of family environment like

independence predicted about 16% of emotional intelligence of subjects.

 Barmola(2013) conducted a study on 300 adolescents (high school students) to

analyze family environment and mental health in addition to academic

performance. This study had three prime objectives. These were: (1) to know the

relationship between family environment and mental health of adolescents. (2)

To know the relationship between family environment and academic

performance of adolescents. (3) To know the relationship between mental health

and academic performance of adolescents. The result of the study revealed a

significant relationship between family environment and mental health and

mental health and academic performance, but no significant relationship

between family environment and academic performance. Hence, it was said that
 50

family environment can have significant relationship with mental health but not

with academic performance.

 Borah (2013) studied the relationship between family environment and the

academic achievement of 800 students studying in XI standard in Jorhat district

of Assam. To measure family environment, the researcher used a self-developed

inventory, i.e., Family Environment Inventory (FEI) and to measure academic

achievement percentages of marks in HSLC examination were used. In this

study, data were treated by computing central tendencies, measures of

variability, percentage,„t‟ test, coefficient of correlation and ANOVA. The

result found a positive effect on academic achievement of the students. Both are

significantly correlated to each other.

 Eldeleklioğlu and Vural-Batik (2013) study whether internet addiction is related

to gender, academic achievement, duration of internet use, loneliness and

shyness. The sample size of the study was 206(N-206, Male 91, female 15). The

subjects were adolescents whose age ranges between 15-18 years (X=16.50) and

studying public high schools. Data were collected by using “Personal

Information Form” developed by the researchers, the “Internet Addiction Scale”

developed by Young (1998), the “UCLA Loneliness Scale” developed by

Russel, Peplau and Cutrona (1980), and the “Shyness Scale” developed by

Cheek and Buss (1981). The results revealed that internet addiction is changed

according to gender, academic achievement and duration of internet use.

Academic achievement significantly and negatively predicted internet addiction,

 51

but the duration of internet use and shyness significantly and positively

predicted internet addiction. Besides, the variables of gender and loneliness had

no significant effects on internet addiction.

 Ezemenaka(2013) studied the usage and impact of Internet enabled phones on

academic concentration among 200 students of tertiary institutions in the

University of Ibadan, Nigeria. The basic aim of the study was to fore if the

students’ academic performance is affected due to the time channeled to the

phone during class hours which has a general perception as a medium of

distractions to students. The study was conducted as a case study. The result of

the study showed that the internet enabled phone usage does not affect the

academic performance of the students but distractions by the usage of phone

were notably admitted.

 Kahari(2013) studied the effects of cell phone use on the study habits of 200 1st

year Faculty of Arts students of University of Zimbabwe. This study used

Questionnaires on demographic information about the subjects, cell phone type

preferences, uses of cell phones during study, predominant usage during study

and information about challenges facing students in using mobile phones. The

study reports significant gender differences in some aspects of the usage of cell

phone. Also it was found the negative and positive effects of the usage of cell

phone on the study habits depending on usage patterns of the subjects.

 52

 Lepp, Barkley, and Karpinski(2013) conducted a study on the relationship

between cell phone use, academic performance, anxiety, and Satisfaction with

Life in college students to investigate the relationships between total cell phone

use (N = 496) and texting (N = 490) on Satisfaction with Life (SWL). It was

hypothesized that the relationship would be mediated by Academic Performance

(GPA) and anxiety. In this study, the investigators used (1) demographic

information, (2) the Satisfaction with Life Scale (SWLS; Diener et al., 1985), (3)

the Beck Anxiety Inventory (BAI; Beck, Epstein, Brown, & Steer, 1988), and

(4) questions about cell phone and texting use (Lepp et al., 2013). Academic

performance was measured using each participant‟s cumulative GPA accessed

through official university records. Result revealed that cell phone use/texting

was negatively related to GPA and positively related to anxiety; in turn, GPA

was positively related to SWL while anxiety was negatively related to SWL.

 Paramasivam and Mani (2013) conducted a study by applying Survey method

tostudy the influence of home environment on achievement in chemistry among

500 first year higher secondary students by using stratified random sampling. In

this study Family Environment Scale developed by Harpreet Bhatia and N.K.

Chadha (1996) was used. The study revealed that there is a significant positive

relationship between the home environment and achievement in chemistry of the

subjects. This study also highlighted that dimensions of family environment

such as Independence, Cohesion and Active Recreational Orientation

Dimensions of home environment predicts the Achievement in Chemistry of the

respondents.
 53

 Singh (2013) conducted a study on the impact of family environment on

academic achievement of secondary school science students. The investigator

used Family environment scale for student, Family Environmental scale for

parents and Socio economic status Inventory in collecting data. These tools were

developed by the researcher. The population of the study comprised of students

of class IX students and their parents. Subjects were drawn from public schools

of Dehradun district, Uttarakhand.The researcher employed Co-efficient of

correlation and t-ratio to analyze data. The result found that school performance

has significant and positive relationship with students‟ perception of overall

family environment and its four dimensions. The four dimensions were

Achievement orientation, Cognitive stimulation, Recreational Orientation and

Home structure. Likewise, the school performance of secondary school children

has a significant and positive relationship with parent's perception caption of

overall family environment, and its four dimensions. It also revealed that

achievement orientation and cognitive stimulation dimensions of family

environment have relatively higher relationship with school performance,

compared to other dimensions.

 Dos (2014) conducted a study on 250 students of a private university located at

the south-east region of Turkey to determine the relationship between mobile

phone usage, satisfaction with life, academic achievement and meta-cognitive

awareness. To measure the variables, such as Meta –Cognitive Awareness,

Academic Achievement Mobile Phone Usage, Meta cognitive awareness

inventory was used, total GPA, and the number of text messaging and callings
 54

were used. The result of the study reported that the usage of mobile phones

among the university students were very frequent. But there is a positive

relationship between mobile phone usage and academic achievement, also

between mobile phone usage and meta-cognitive awareness. The study also said

meta-cognitive awareness as very important for academic achievement and

satisfaction with life.

 Egunsola(2014)studied the influence of home environment on academic

performance of senior secondary students in Adamawa State in Nigeria. It was

an ex-post facto and correlation survey. The study was conducted among 900

students who were drawn from the population using multi-stage random

sampling technique. A 40 item instrument consisting of two sections A and B

namely, Home Environment Factors and Students‟ Academic Achievement Test

in Agricultural Science (HEFSAATAS) was used in the study. The study finds

that parental educational qualification (r = 0.73), occupation (r = 0.71) and

home location (r = 0.73) were highly correlated with students’ academic

performance while parental economic status (income and affluence) have

moderate correlation (r – 0.60). But all the independent variables have

significant influence on students’ performances in Agricultural Science at the

secondary school. This study recommended that parents and other significant

persons should make students’ homes conducive and stimulatory to learning not

only the school subjects but education in general.

 55

 Hayat, Arshad, and Hussain(2014) conducted a study on the impact of mobile

phone on academic achievement. The sample size of the study was 120, i.e. 60

male and 60 female. The samples were drawn from two departments, Sociology

and Chemistry Department of Government College, Faisalabad by using Simple

random sampling technique. An interviewing schedule was prepared to get the

required information. In this study, the subjects revealed that usage of mobile

phone was satisfactory technology as mobile phone gave more information

regarding their study and duration of exams. Majority of the subjects also stated

that the usage of mobile phone did not affect much on the academic performance

as they turned off their mobile phone during the examination period.

 Jeyavel and Kadhiravan(2014) studied the impact of family environment on goal

orientation among 610 ninth standards in Madurai city. The data were collected

by applying survey method. Two psychological tools called Family Environment

Scale by Bhatia &Chadha (1993) and Goal orientation measure by Zweig and

Webster (2004) were used. The result of the study highlighted that subjects of

college educated parents, urban and female had better goal orientation. Also

there was a significant relationship between learning orientation and all

dimension of family environment such as, cohesion, expressiveness,

conflict,acceptance & caring, independence, active recreational orientation,

organization and control. Dimensions of family environment such as, cohesion

and active recreational orientation have a significant influence on adolescent‟s

learning orientation. Besides, family cohesion was found to have a significant

influence on students‟ performance approach orientation.

 56

 Kamble(2014) conducted a study on the impact of family environment on

academicperformance: the need of socialwork intervention with an attempt to

assess the impact of family environment on academic performance in secondary

school children and the need of social work intervention to improve the

academic performance through school-family-community approach. In this

study, the sample size was 40. The subjects were drawn from Padmaraje High

School, Shirol, of Kolhapur district, Maharashtra. An Interview schedule was

used to assess the quality of family environment. Academic performance was

ascertained with the help school record including report cards of students. The

result of the study revealed that family environment has a positive impact on

academic achievement. It also found that, good quality of family environment

had more significant positive correlation with 'high' level of academic

performance and had more significant positive effect on 'high' level of scholastic

achievement of students. While it also showed unhealthy family environment

has negative effect on the academic performance of students.

 Kaur(2014) studied family environment as a determinant of behavior orientation

among 60 adolescents (30 male and 30 female) in Bathinda district.In the

present study, two psychological tools, such as Family Environment Scale (FES)

by Dr. Harpreet Bhatia and Dr. N. K. Chadha (1993) and Behaviour Orientation

Scale (BOS) by Dr. Parveen Kumar Jhawere used to collect the dataThis study

indicated a significant difference between behaviour Orientation and family

environment among adolescentson gender and type of family.

 57

 Kumar and Lal(2014) studied Academic Achievement in Relation to Family

Environment among Adolescents” with to examine the pattern of relationship

between the academic achievement and family environment. The investigators

used Family Environment Scale, developed by Moos (1974) to measure family

environment and the aggregate percentage of marks from the last two classes to

measure academic achievement of adolescents. The research was conducted on a

sample of 200 adolescents whose age ranges from 15 to 18 years. They used

random sampling technique to collect data. The researchers found that those

adolescents who experienced healthy family environments were found to have

higher academic achievement compared to those belonging to low family

environment.

 Maurya, Penuli, Kunwar, Lalia, Negi, Williams, and Thakur (2014) studied the

impact of mobile phone usage on the psychosocial wellbeing of 193 student

nurses by conducting a Quantitative Non experimental, cross sectional survey in

the College of Nursing in Northern India. To recruit subjects, stratified random

sampling technique was used. The study found that 80% of the respondents

belonged to the age group of 17 to 26 years and among the total respondents,

89% were females. The participants reported that they had been using their

mobile phones since last 4 years. The result also shows that 76 % subjects spent

1 to 3 hrs. on mobile phone usage. The study found a significant association

between Attention and concentration with age of the subjects. Gender was also

found statistically significant with Socialization and communication. Female

 58

subjects reported that they have used mobile phone more for socialization and

communication. Highest mean SD score was found for attention and

concentration, that is 17.42±4.3. So, this study concluded that usage of mobile

phone has an impact on psychosocial well- being.

 Meshram(2014) conducted a study to examine the impact of mobile phone on

students‟ attention and academic performance among 200 randomly selected

students of different colleges in Aurangabad, India. The study compared the

attention and academic performance of mobile phone user and mobile phone not

user students. In this study, to measure attention of students, PGI-battery of

Brain Dysfunction was used. The data were analyzed by calculating t test. In

this study, students who used mobile phone (mobile phone users) reported lower

scores in examinations than the students who did not used mobile phone (mobile

phone not users). The study was also highlighted a significant difference in

terms of attention of mobile user students and mobile not user students.

 Noshahr, Talebi, and Mojallal(2014) studied the relationship between uses of

cell-phone with academic achievement among 467 female students in district 3

of Tabriz city, Iran in the school year of 2012-2013. The researcher found a

significant, but negative relationship between cell- phone use and academic

achievement of female students.

 Pandian(2014) has conducted a study on the higher secondary school students’

academic Achievement and family environment in Karaikalwith the objectives to

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find out the gender differences in family environment and academic achievement

of higher secondary school students in science subject, (2) to find out the gender

differences in family environment and academic achievement of higher

secondary school students in arts subject. The sample size was 148 and subjects

were selected by using simple random sampling method from Karaikal region.

Mean, Standard Deviation, „t‟ test were employed in carrying out research. The

result showed significant difference between boys and girls student of higher

secondary in science and arts subject in respect of academic achievement. Also,

there is significant difference between both the genders of higher secondary in

arts subject in respect of family environment.

 Talawar and Das (2014) studied the relationship between academic achievement

and mental health among 200 secondary school tribal students in Assam. To

measure mental health, Mental Health Scale developed by Mercy Abraham and

K.C. Baby Prasanna and to measure academic achievement, scores of result of

students were used. The data were statistically treated by applying Pearson‟s

product moment correlation, and„t‟ test. The study revealed a positive

relationship between academic achievement and mental health, a significant

difference in the mental health of boys and girls, urban and rural secondary

school tribal students in Assam.

 Thote and Rathoure(2014) conducted a study to know how cell phone has

impacted the lifestyles of the students of secondary schools in Bhopal in Central

India. A total of 83 male and 78 female students were recruited by using

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stratified random sampling approach and responded to a questionnaire they were

given and specially designed for the study. This questionnaire consisted of three

components, called Demographics, Explicit material and Mobile instant

messaging. This study identified the social implications of cell phones and its

applications on teenagers. The findings may help in guiding teenagers to lead a

more balanced lifestyle.

 Watore(2014) conducted a study to find out the effect of mobile phone addiction

on problem solving ability and recall of short term memory. The study

hypothesized that mobile phone addiction would affect the problem solving

ability and recall of short term memory. To collect data, Mobile Phone

Addiction Scale developed by Dr. A. Velayudhan and Dr. Srividya, Problem

Solving Ability Test developed by L. N. Dubey and recall of Short Term

Memory by using Memory Drum were used. Three groups of college students

were recruited in this study and experimental approach has been employed. The

data were analyzed by One Way ANOVA and Duncan Multiple Range Test. The

study reported that the hypothesis has been accepted. The highly addicted group

showed the loss of ability of problem solving and immediate recall of short term

memory.

 Yunus, Baba, and WAI (2014) conducted a study on the effect of family

environment on student academic performanceand adjustment problems in

school inNasarawa State. The sample size of the study was 168 whose

chronological age ranges from16 – 20 years. In this study, two tests Family
 61

Environment Scale (FES) and School Adjustment Scale (SAS), developed by

Ojiji and Tafida(2010), and students‟ last semester examination results were

used. The study employed a survey design. The investigators administered two

standardized questionnaires to all the subjects. The design was 3 x 3 factorial

designs. The study has one factor with three levels, such as well-adjusted, fairly

adjusted and maladjusted. Therefore, One-way ANOVA (Analysis of Variance)

statistics was used to analyze the variables. The results found no effect of family

environment on academic performance of the students. It also revealed no

gender difference in school adjustment and academic performance of the

participants. But family environment has effect on school adjustment.

 Bhardwaj and Ashok (2015) studied mobile phone addiction & loneliness among

100 teenagers (N=100, 50 boys, 50 girls) of Mumbai, India. The ages of the

subjects were ranged between 13 to 17 years and were recruited for the study

through random sampling method. This study used survey method and data were

collected by using personal information form, Mobile phone addiction scale by

Dr. A. Velayudhan& Dr. S. Srividya andLoneliness Inventory by Uma,

Meenakshi R. & Prof. K. Krishnan. This study has treated the data through

statistical method, like, correlation, t test. The study found high level of mobile

phone addiction among teenagers, but no gender difference is found to be

existed on mobile phone addiction. Besides, the result also highlighted that in

terms of loneliness, though high level of loneliness is found among teenagers,

but no gender differences is found there. Finally, it was indicated that mobile

phone addiction was significantly associated with loneliness (r=.456).

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 Jumoke, Oloruntoba, and Blessing(2015) conducted a study on the analysis of

mobile phone impact on student academic performance in Tertiary Institution to

examine phone usage and identified the effects of internet enabled mobile

phones have on the academic performance of students at the tertiary institutions.

The sample was drawn from Federal Polytechnic of Ilaro, Ogun State, Nigeria.

They used case study method. The study was performed to understand and find

out the correlation between academic performance of students and the usage of

mobile phone during class hours. To collect information, the researchers used

structured questionnaires which were administered to 45 students. In addition 15

extensive interviews were done to have information of the students. The findings

showed negative influence of mobile phone on students. Also, uncontrollable

use of mobile phone among students is the leading cause of poor academic

performance among students.

 Kenchappanavar, Soubhagyaand Avargerimath(2015) studied the influence of

family environment on study involvement of 110 Adolescent students studying

who were studying in the 1X by using family environment scale developed by

Harpreet Bhatia and N.K. Chadha and Study involvement Inventory constructed

by Dr. AshaBhatnagar. The study found a significant positive relationship

between Study involvement of Adolescents and Family environment dimensions

like Cohesion(r=0.36), Expressiveness(r=0.39) and Acceptance and Caring

(r=0.29). Besides, dimension like Conflict (r=-0.25) had a negative relationship

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with Study involvement of the subjects. Cohesion was found as the strongest

predictor of Study involvement by applying Multiple Step-wise Regression.

 Kibona andMgaya(2015) had undertaken a study a study in Ruaha Catholic

University – Iringa, Tanzania with an aim to find out the impact of smart phones

on academic performance of higher learning students. The study was carried out

on 100 students who were having smart phones. The result of the study

concluded that the smart phone bring negative results or progression on

students‟ performance academically in Tanzania.

 Lepp, Barkley, and Karpinski(2015) conducted a study on the relationship

between cell phone use and academic performance in a sample of U.S. college

student. The sample size was 536. The subjects were undergraduate students

from 82 self-reported majors at a large, public university. A hierarchical

regression (R2 = .449) demonstrated that cell phone use was significantly (p <

.001) and negatively (β = −.164) related to actual college GPA after controlling

for demographic variables, self-efficacy for self-regulated learning, self-efficacy

for academic achievement, and actual high school GPA, which were all

significant predictors (p < .05). Thus, after controlling for other established

predictors, increased cell phone use was associated with decreased academic

performance.

 Saikia and Choudhury(2015) studied the effect of home environment on

academic achievement of 512 students of class-x of provincialized co-

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educational secondary schools of Lakhimpur District of Assam. Data were

collected by using survey method. The study reported no significant differences

between boys and girls and rural and urban secondary school students in their

home environment. But a relationship existed between home environment and

academic achievement of secondary school students.

 Talukdar and Sarma(2015) studied the relationship between family environment

and academic achievement and compared the family environment and academic

achievement of male and female. In this present paper a psychological test

entitled Family Environment Scale, designed and developed by Sanjay Vohra,

and examination marks were used to measure family environment academic

achievement respectively. 80 subjects of Guwahati were recruited by using

random sampling. The chronological ages of adolescents were in between 14 to

17 and they were studying in class IX and X. The study revealed a significant

correlation between family environment and academic achievement.

 Bhutia and Tariang(2016) studied Mobile phone addiction among 159 college

students. The aim of the study was to find out the mobile phone addiction based

on gender and the stream students are enrolled in. The data for the study were

collected from Shillong, Meghalaya by using a psychological scale titled as,

Mobile Phone Addiction Scale (MPAS) developed by A. Velayudhan and S.

Srividya. Statistical techniques Mean, SD, t-test and Pearson‟s Product-moment

Correlations were the used and found that was found that students moderately

addicted to mobile phone. The researchers were found no gender and stream
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impact on the mobile phone addiction. This study also highlighted that the

availability of pocket money is not significantly related to mobile phone

addiction.

 Khurana and Dikshit(2016) examined the mobile phone addiction among girls

and boys. A psychological tool titled, Mobile Phone Addiction Scale, developed

by Dr A. Velayudhan and Dr S. Shrividya was administered among 60 samples

(30 girls and 30 boys). The samples were recruited through stratified random

sampling method. The subjected were drawn from undergraduate classes of the

Industrial Training Institute, Gularbhoj, Udham Singh Nagar, Uttarakhand. The

data were statistically analyzed by applying frequency percentage, mean, SD and

t-test. The study revealed that subjects‟ living environmental conditions have an

effect on their level of mobile phone addiction. The boys reported significantly

high mobile phone Addiction compared to their female counterparts.

 Kumari(2016) studied the relationship between mobile phone addiction and

mental health among 100 adolescent students of Rewari district. To collect data,

two psychological scales titled Mobile addiction scale developed by Dr.

A.Velayudhan and Dr. Srividya and Mental health scale by Pramodkumar were

used. The data were collected by using random sampling technique. In this

study, Mean and Correlation valued was calculated and was found that mobile

addiction puts no or very little effect on mental health.

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 Sarma and Talukdar(2016)investigated the relationship between family

environment and mobile phone addiction among young adults by hypothesizing

that there would be no relationship between family environment and mobile

phone addiction. 80 young adults in Guwahati were recruited for the study. Two

psychological tools, Family Environment Scale (Bhatia and Chaddha, 1993)

and Mobile Phone Addiction Scale (Velayudhan and Srividya, 2012) were used

to measure family environment and mobile phone addiction respectively. The

study revealed a negative correlation between family environment and mobile

phone addiction.