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Alix Ordiway

Mrs. Cramer

College Comp I Pd. 3

14 April 2022

When is it Time to Put it Down?

Today, it is not uncommon to glance around and notice that the majority of people are on

their cell phone. This atypical use, or dependency, can be attributed to the resources the device

has come to offer society. This includes communication, ready information, a calculator, a

calendar, entertainment, music, a flashlight, social media, and the list goes on. With all of these

assets at the tips of our fingers, it is no wonder why it has become increasingly difficult to put

the phone down. Whether the problem is the cell phone itself or in its contents, it is undoubtedly

concerning. Cell phone dependency should not be overlooked because it can lead to and

contribute to both psychological effects and academic burnout.

To begin, the psychological effects of phone dependency have become progressively

evident. Specifically, in mental health of the younger generation (Reza et al). “Addicted people

have feelings of depression, loss, and loneliness without the mobile phone,” (Reza et al). These

feelings come from the feeling to need to be available to others and others be available to us.

Without this feeling of connectedness, it is easy to feel isolated, especially today. Mobile phones

connect us to our family, friends, partners, work, and society as a whole. Anxiety and depression

are the two most notable mental health disorders that are commonly correlated with addiction

and dependency of cell phones. These disorders disrupt learning in students, and jobs of those in

the workforce, creating a negative impact across the board.

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Secondly, although not yet recognized by the DSM-5, cell phone addiction has proven to

produce similar psychological effects as that of substance abuse (Jose et al). In both cases,

interference in daily life can be observed. With interference, comes strain on relationships. This

strain leads to increased stress in a person’s life which is more than often a factor in the onset of

anxiety and depression. Further, new pathologies have been identified related to cell phones,

such as, “Textaphrenia” and “Ringxiety”, or the false sensation of receiving a text message or

call that leads to constantly wanting to check the device. Although this may seem like a common

occurrence, it is undoubtedly a symptom of mobile phone dependency and should not be

ignored.

In addition to the psychological effects, academic burnout in students has also been

observed. In a study done on one hundred and sixty-nine undergraduate students, a questionnaire

was distributed to determine the correlation between mobile phone dependency and academic

fatigue, academic apathy, and academic failure, collectively considered academic burnout (Reza

et al). Based on the results of the study, a significant positive correlation was found. This data is

extremely important in understanding the gravity of the effects of cell phone dependency,

especially on the typical post-secondary student. Under these circumstances, it is no wonder that

more and more studies are being carried out regarding the same issue. A similar study was done

on secondary school adolescents to look into the prevalence of mobile phone dependence, also

known as MPD (Nikhita). This study was both cross-sectional and observational, meaning it

looked at several different people closely. Characteristics such as age, gender, family type, phone

type, the duration of use per day, and the years of cell phone usage were all to be considered.

“There is need to recognize and identify early the growing trends and negative consequences of

inappropriate mobile phone use in young users so as to generate awareness, and plan educational
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and treatment interventions, if need be, so as to prevent a major public health concern, (Nikhita).

This quote both concludes the study and outlines the need for more intervention in younger cell

phone users.

On the other hand, some teachers have made the claim that cell phones actually have

been proven to yield benefits in the classroom (Thomas et al). For instance, student engagement

and motivation tend to increase when cell phone use is allowed or even encouraged in the

classroom. Although this claim has an amount of credibility, it also has several barriers. Such as,

a student’s lack of access to a mobile device. Some students do not have their own phones;

therefore, they would not be able to participate in the activity that required one. Another problem

with this is classroom disruption. Some students simply cannot handle the distractions that

accompany using a cell phone in class, making it hard for certain students to focus and stay

attentive to the task at hand. Possible distractions include text messages from friends, games, and

social media. These students also risk distracting students who are able to stay attentive while

simultaneously utilizing a cell phone.

To close, cell phone dependency is no joke. It has become increasingly clear that this

problem is affecting people of all ages, but especially school aged individuals. Several studies

have highlighted the psychological effects of mobile phone dependency. Most notably, anxiety

and depression. These types of disorders often leading to academic fatigue and eventually

academic burnout. With the progression of these symptoms, comes a growing group of people

who are struggling to get a quality education. This struggle comes with a set of its own

complications. All in all, cell phones can be a helpful asset when appropriate, but there are
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unhealthy side effects to being reliant on a cell phone, and awareness of such effects is key to

understanding and preventing any further harm in the future.

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Works Cited

Gutiérrez, José De-Sola, et al. "Cell-Phone Addiction: A Review." Frontiers,

https://doi.org/10.3389/fpsyt.2016.00175. Accessed 23 Mar. 2022.

Kuhdasht, Reza Noruzi, et al. "The Relationship between Phone Dependency with Psychological

Disorders and Academic Burnout in Students." Journal of Research and Health, vol. 8,

no. 2, Mar.-Apr. 2018, https://doi.org/10.29252/jrh.8.2.189. Accessed 23 Mar. 2022.

Nikhita, Chimatapu Sri et al. "Prevalence of Mobile Phone Dependence in Secondary School

Adolescents." Journal of Clinical and Diagnostic Research : JCDR vol. 9,11 (2015):

VC06-VC09. doi:10.7860/JCDR/2015/14396.6803

"Signs and Symptoms of Cell Phone Addiction." PsychGuides.com, American Addiction Center,

www.psychguides.com/behavioral-disorders/cell-phone-addiction/signs-and-symptoms/.

Accessed 23 Mar. 2022.

Thomas, Kevin M., et al. "Cell Phones in the Classroom: Teachers' Perspectives of Inclusion,

Benefits, and Barriers." Computers in the Schools Interdisciplinary Journal of Practice,

Theory, and Applied Research, vol. 30, no. 14, 11 Dec. 2013,

https://doi.org/10.1080/07380569.2013.844637. Accessed 7 Apr. 2022.

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