ADOLESCENT SMARTPHONE USAGE: IMPLICATIONS AND DEPENDENCY

STUDENT NAME: Rachel Thrun

STUDENT NUMBER: 14303033
COURSE NAME: Introduction to Research Methods in IS&LT
DEPARTMENT: School of Information Science & Learning
Technologies

PROFESSOR: Professor Denice Adkins

DATE OF SUBMISSION: 04 27, 2018

 CONTENTS

INTRODUCTION ................................................................................................................................................. 3

PROBLEM STATEMENT ................................................................................................................................... 5

OVERVIEW ........................................................................................................................................................... 5
RESEARCH QUESTION/HYPOTHESIS ..................................................................................................................... 5

OBJECTIVES AND AIMS ................................................................................................................................... 7

OVERALL OBJECTIVE ........................................................................................................................................... 7

SPECIFIC AIMS...................................................................................................................................................... 7

BACKGROUND AND SIGNIFICANCE ............................................................................................................ 8

OVERVIEW ........................................................................................................................................................... 8

RESEARCH DESIGN AND METHODS .......................................................................................................... 12

OVERVIEW ......................................................................................................................................................... 12
POPULATION, STUDY SAMPLE, SAMPLE SIZE, SELECTION OF SAMPLE .............................................................. 14
SOURCES OF DATA ............................................................................................................................................. 14
COLLECTION OF DATA ....................................................................................................................................... 14
DATA ANALYSIS STRATEGIES ............................................................................................................................ 15
ETHICS AND HUMAN SUBJECTS ISSUES .............................................................................................................. 15
TIMEFRAMES ...................................................................................................................................................... 15

STRENGTHS AND WEAKNESSES OF THE STUDY .................................................................................. 16

SIGNIFICANCE FOR (INFORMATION SCIENCE) (LEARNING TECHNOLOGIES) ......................... 17

BUDGET AND MOTIVATION ......................................................................................................................... 18

REFERENCES ..................................................................................................................................................... 19

APPENDICES ...................................................................................................................................................... 21

APPENDIX 1: ....................................................................................................................................................... 21
QUANTITATIVE QUESTIONNAIRE SAMPLE ............................................................................................................. 21
QUALITATIVE SAMPLE QUESTIONS: ...................................................................................................................... 22

2
 INTRODUCTION

Over the past two decades there have been rapid advancements in the computing industry that

have impacted the lifestyle of many around the world. Starting in the late ‘90s the personal

digital assistants allowed for users to have a pocket sized computing system. Later in the early

‘00s, cell phones evolved allowing for communication to be mobilized. Within a few years,

cell phones had the ability to send written forms of communication instantly through a short

message service (SMS), and by 2007, the functionality of a mobile device expanded as the first

iPhone launched with its ability to take pictures, play music, send messages, and access the

internet. In 2003, cell phones were carried for emergency and safety reasons, to actively keep

in contact with people, to manage time efficiently, and purchased to save money (Aoki, 2003).

With the development and expansion of the functionality of mobile devices, cell phones (which

many are now called smartphones) have evolved to the point where users have the ability to

connect with the whole world. Recently “users view smartphones as freeing, connecting,

helpful and usually worth the cost” (Smith, 2015). There is no doubt that smartphone devices

play a pivotal role in our lives today and devices such as the iPhone have become prevalent in

the lives of all Americans. In 2015, two-thirds of Americans owned a smartphone, with 19%

percent of Americans relying on the device to aid in various life tasks (Smith, 2015).

Smartphone users interact with various forms of digital media every time they use their phone.

This allows for exposure to new ideas and knowledge, early learning, access to information, as

well as more opportunities to be in social contact with others (Chassiakos, 2016). However,

there is concern that excessive use may have a negative impact on the user’s health (Chassiakos,

2016). There are also privacy concerns, the ability to access to inaccurate information, or

unsafe contacts (Chassiakos, 2016).

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Generation Y and Z have grown up with technological devices and the thought of them being

“addicted” to, or dependent on their smart device has become a rising concern as the

functionality and advancements of the devices continues to grow (Chóliz, 2012). The idea of

dependency, or addiction to the device may be inferred due to the observational phenomenon.

Anywhere you go you will most likely see this age group looking down at their phone in public

venues, even while physically being with someone. Even members of this generation note their

dependency on their device. In 2014, college aged students at Elon University described

“feeling disconnected, naked and stressed when they didn’t carry their phone” (Jones, 2014).

In 2016, out of the three-fourths of teenagers who own a smartphone, 24 percent mentioned

that they feel constantly connected to the internet and 50 percent of them felt addicted to their

phones (Chassiakos, 2016). Most recently, in 2017, an assessment of new technologies found

“a high percentage of young people (ages 12-21 years) felt very uneasy if unable to use their

mobile or if without internet” (Annucibay, 2017). Smartphones in our current society play an

important role allowing users to “access, share and create information and communicate with

others” (Smith, 2015).

With rapid technological advancements it’s important that research stays current. Presently,

there is some research that discusses motives for adolescents using certain applications such as

social networking sites, texting and gaming. These applications can be found within a

smartphone device, but what specifically are adolescent males and females using their

smartphones for and are they becoming dependent on their device? There is limited current

research pertaining to the purpose of specifically using a smartphone in the lives of adolescent

males and females, as well as, limited research on the emotional attachment to the device.

Research is needed to better understand why adolescents are seemingly addicted or dependent

to their phones and what adolescents’ primarily use their smartphone for.

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 PROBLEM STATEMENT

Overview
The purpose of cell phones used to allow a person to verbally get in contact with someone

without being in the same physical space. While cell phones today still serve the same

communicative purpose, there are now a variety of ways in which communication can occur.

Phones are now considered “smart” due to the advancements in their functionality.

Smartphones “reinforce personal autonomy in the context of relationships with peers, offers

major technological innovations, serves as a source of fun and entertainment, and supports the

establishment and maintenance of interpersonal relationships” (Chlóliz, 2012). However, there

is less research as to the possible, if any, differences between male and female adolescent use.

With advancing functionality within devices and increased accessibility to smartphones

(Chassiakos, 2016) research will help to understand the purpose of using a smartphone in the

lives of both male and female adolescents (age 13-19) and provide insight into their attitudes

of dependency on their device.

Research Question/Hypothesis

R1: Does the purpose for using a smartphone differ amongst adolescent males and females

(ages 13-19)?

• H1: There is a significant difference in the purpose for using a smartphone amongst

males and female adolescents.

R2: How does the reason for using a smartphone influence an adolescents psychological

attachment to their device?

• Subquestion: How does the amount of time an adolescent spends on their smartphone

phone relate to their psychological outlook about their phone?

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o H2: The purpose for which adolescents use their smartphone, determines the

degree to which they are psychologically attached to their device.

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 OBJECTIVES AND AIMS

Overall Objective

• To understand if the reasons for which adolescent males and females use their
smartphone affects their psychological dependence on the device.

Specific Aims

• Understand the purpose of a smartphone for adolescent males vs females.

o Possible purposes: make friends, maintain friendships, obtain information,
entertainment, relieve boredom.
• Evaluate adolescents’ psychological attachment to their smartphone.

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 BACKGROUND AND SIGNIFICANCE

Overview

The literature on information communication technologies, can be thematically organized into

three main categories: ownership of mobile device, the motives for use, and the possible

negative implications of use. Literature within years 2003 and 2007 discuss trends in ownership

of cell phones, and starts to develop an understanding of how and why mobile devices are being

used. In the next few years, literature continues to discuss the purposes of a cell phone and

multiple functions within a cell phone, social networking, and begins to look into the idea of

device dependency. Literature on the implications and psychological risks associated with cell

phone use does not stay specific to cell phones. There is a gap in literature when it comes to

specifically discussing the purpose and implications of smartphones and an even greater gap

in discussion specific to adolescents ages 13-19 years. With advancements in technology

rapidly developing, cell phones, a mobile tool in which one had the ability to communicate

verbally and in limited written form, quickly became another form of digital media that serves

multiple purposes and contains a variety of functionality tools. In 2013, cell phones started to

be called “smart” phones due to certain features it had. A smartphone has the ability to: send

or receive emails, download a software application, access the internet, participate in video

calls, send or receive text messages, and listen to music (Duggan, 2013). With the concept of

smartphones being fairly new, in current literature, smartphones are discussed within the

category of digital media. Research is needed to add to the discussion on the purpose of a

smartphone device in the adolescent age group and the subsequent potential for dependency.

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Literature Review

Reports from the Pew Research Center provide robust insight in statistical trends throughout

the past few years on teen ownership and purpose for using a mobile device. In order to

understand the growth and development of mobile phones and their uses, it’s important to

understand the trend in ownership of a mobile phone amongst teens. In the early 2000’s, age

was the primary difference amongst mobile phone owners. With small differences in phone

ownership in relation to the socio-economic status, there were no differences in ownership

amongst race, ethnicities and gender (Lenhart, 2009). While many teens within the age of

twelve through seventeen had ownership of a mobile phone, it was the older teens who were

more likely to own cell phones (Lenhart, 2009). In 2009, there were still no differences in

ownership with other demographics besides for age and little difference amongst socio

economic status. However, there was a growth in mobile phone ownership, because younger

teens began to obtain phones (Lenhart et.al, 2010). Increase in mobile phone ownership

continues to grow in 2011 as 77 percent of teens had ownership of a mobile phone and nearly

three quarters of teens at this time were using smartphones.

With the rise of mobile phone and even smartphone ownership, literature discusses the uses,

purposes, and motives for use of a device. Annucibay (2017) found that the main use of a

mobile device was to: get in touch with friends and family, play games, be a source of music

media, send written messages, and as a camera. These findings support previous literature that

reports activities done on cell phones include (listed in order from most popular activity to

least): communicating through written text messages, using the internet, communicating

through email, downloading apps, getting directions, listening to music, video chatting, and

sharing location (Duggan, 2013). Chlóliz (2012) adds that the use of mobile phones can be a

source of fun and entertainment for adolescents, and provides adolescents a medium to in which

9
they can establish and maintain interpersonal relationships. Chlóliz’s report supports findings

from Lenhart (2015) who describes how smartphones are used by teenagers as a way to

connect, communicate, and spend time with their friends. Teens are “increasingly connecting

with one another through social media, gaming and the internet” (Lenhart, 2015), all of which

can be done within their smartphone. Smith (2015) adds that young smartphone users may use

their device to combat boredom to which Boyd (2007) noted that specifically social networking

sites may be used for entertainment when one is bored.

Amongst the variety of uses, the main use with a mobile device has been, and continues to be

for communication (Lenhart, 2012). Communication through a landline phone was still

prevalent in the years 2004-2008 and Lenhart (2009) reports that “a considerable number of

teens with cell phones continue to use landlines daily and at the same rate as their cell phone-

less counterparts”. Communication and the idea of connecting and socializing with close

friends and family is a common theme in the literature, with text messaging now being the most

dominant form of communication (Lenhart, 2012). Statistical trends show that there is an

increase in the use of online social networking sites to communicate, from 55% users in 2006,

to 80% in 2011, as well as an increase in the amount of texts sent (Lenhart, 2012). Lenhart

(2015) reports that “texting is the most common way teens get in touch with closest friends…

[and]…for many teens, phone numbers for texting is the first thing they share with new

friends”. In addition, Reid (2007) adds a different perspective and discusses preferences for

cell phone use specifically amongst people with social anxiety, and loneliness. Reid concludes

that people who are anxious would prefer to communicate through a written text, whereas

people who experience loneliness would rather connect to someone through verbal

communication over a phone call. Furthermore, Chassiakos 2016 points out that “modes of

communication are becoming more fluid...[in which]…conversations jump back in forth

10
between texts and social media sites” however, it’s also mentioned that there are “blurred lines”

between using media for communication purposes or for entertainment purposes.

With the wide variety of functionality a smartphone provides, and the increasing number of

users, an area of concern with adolescents is the rise of possible dependency on a smartphone.

Annucibay (2017) performed an assessment on new technologies and found that a “high

percentage of young people (12-21years) felt very uneasy if unable to use their mobile or if

without an internet connection”. There is medical support that describes the negative

implications of too much usage, however, it’s specific to the use of digital media in general

which applies to all screens: TV, cell phone, computer. Risks include: negative effects on sleep,

attention and learning, obesity and depression, exposure to unsafe content, and privacy

concerns (Chassiakos, 2016). Geser (2006) mentions that cell phone usage is not yet an object

in which “much attitudinal commitment is attached”, however a few years later, Jones (2014)

reports that college aged students reported feeling “disconnected, naked, and stressed when

they didn’t carry their cell phone”. In the same report, the 82 percent of the students themselves

agreed that there is some negative psychological impact, especially on one’s self esteem. This

idea of self esteem correlates to the findings of Lenhart, Anderson and Smith (2015) in which

smartphones can be used to put someone down after a relationship break up or spread rumors

about them using the digital platforms within the mobile device. Behaviors that may be

considered reflective of abuse and influence dependency include excessive use of the mobile

device in that it interferes with other daily life activities, changes the “rules for interpersonal

relationships”, and has an effect on the user’s health; physically or mentally (Chlóliz, 2012).

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 RESEARCH DESIGN AND METHODS

Overview
This study will draw from a social science theoretical framework in which both quantitative

and qualitative components of the study will inform the results and observations. This study

will be framed around an inductive objectivist approach to social science. The overall

theoretical perspective stems from the phenomenological paradigm in which this study is trying

to understand what is the purpose for adolescents (males vs females) of using their smartphone

device. There will be multiple methods in order to obtain a complete understanding. Theories

will be generated based on the results of the data.

The method used for this study will be mixed methods so that a complete understanding of the

research questions can be analyzed. Questions in the qualitative and quantitative sections of

research will be similar in content, in that both sections will ask questions pertaining to purpose

of use and dependency. The qualitative interview will allow for participants to further provide

more in-depth thoughts that will help to understand results of the quantitative section. Both

qualitative and quantitative methods will provide data that can be analyzed in a convergent

parallel structure.

A quantitative questionnaire will be used as a method to understand the purpose for which

adolescent males and females are using their device. It may also serve as a way to gauge their

emotional attachment to their device. A quantitative questionnaire will provide valuable

information and data. Questions will be specific and responses will be of ranked nature as

shown in Appendix 1. Empirical data about the uses of smartphone can be analyzed through a

chi squared test that will allow for comparison amongst gender and even ages.

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The goal of the qualitative section of research is to discuss with participants about their

smartphone usage and their psychological outlook. Information gather through an interview

will provide valuable insight that will help explain the results of the quantitative responses.

Participants will participate in an in-person verbal interview that will later be transcribed and

coded. Sample questions are provided in Appendix 1. To alleviate participants becoming

defensive when asked specific questions, the interview will be conducted by young adults or

people around their age. This may also allow for more communication and dialogue between

the participant and the interviewer and conversations about a specific question may evolve to

provide even more of an understanding. Analysis will be inductive as themes will emerge after

the transcription is coded, analyzed and compared to responses of the quantitative section.

Results of the collected data (qualitative and quantitative) will be combined and merged for

discussion as to whether or not the findings are parallel to each other. In this study, the

quantitative approach will be used to collect ordinal data about the specific use of the

smartphone, as well as to gauge the user’s emotional connection towards their device.

Quantitative data will be used to establish emerging purposes of use based on what participants

say they do on their smartphone. For example, if a participant says they use their smartphone

to text their friends, this can be categorized as a purpose of communicative use. Depending on

what adolescents say they use their smartphones for, the psychological attachment to their

device may differ. For example, if a participant mainly uses their phone for communicative

purposes but specifically to call when needed, that participant would be most likely not as

attached to their phone as one who uses it to communicate socially. The qualitative aspect will

collect information that further explains the participants perspective on the purpose of a

smartphone in their lives and may provide information regarding their dependency. The reason

for collecting both quantitative and qualitative data is to collect a complete understanding and

13
have multiple perspectives on the purpose of a smartphone device in the lives of adolescent

males and females. A mixed method, convergent parallel design will allow for comparison of

gender differences amongst adolescents in regards to what they use their phones for and the

possible psychological effects.

Population, Study Sample, Sample Size, Selection of Sample

The population of the study is all males and females, ages 13-19 years, in Ohio Public Schools,

The sampling method would be stratified random sampling so that the study can draw from

many different stratas, in this case, genders and ages. Public schools throughout Ohio will be

used because schools already have the stratas in their own data base from which participants

could be randomly drawn.

Sources of Data
Sources of data are adolescent responses to online quantitative survey and responses in verbal

one on one interviews.

Collection of Data
Data for the quantitative phase will be collected using an instrument such as an online survey

creator. Using an online survey will allow for results to be instantaneously generated and allows

for ability of manipulation and interpretation. Quantitative data can be uploaded into a system

such as SPSS for further analysis.

Qualitative data will be collected using a recording device in which the interview will be

transcribed into a word processor until ready to be analyzed and coded.

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Data Analysis Strategies
Interpretation of research for the quantitative section will use SPSS or like program so that

results amongst variables such as age and gender can be easily compared and significance can

be interpreted through statistical analysis.

Interpretation of research for the qualitative section will be coded by hand. The interview will

be recorded and transcribed and the researcher will reread the interview looking for themes and

patterns that provide further insight into the understanding between purpose of use and

psychological dependency.

Ethics and Human Subjects Issues

One possible ethical issue that can be mitigated is the wording of the questions in both the

quantitative and qualitative sections. Wording of the questions need to be carefully considered

so that participants do not feel as if they are doing something wrong if they are addicted or

emotionally attached to their phone. If using a school’s database to select random participants,

confidentiality of information is required and therefore participants can be given a specific code

to identify them. Participation should be voluntary and therefore informed consent is needed,

especially by parents of students under the age of 18.

Timeframes
After research study is approved, it will take about 1-2 months to set up connections for

participation amongst students in schools. After locations are finalized, quantitative data can

be collected over the time span of 1-2 months, followed by about 1 month of analysis and

adjustments for qualitative in person interviews. Coding and analysis of qualitative phase will

take approximately 1 month, and finally a report will be generated and in review for publishing.

Overall, the research should take about 6 months to 1 year, based on limiting factors such as

availability of participants.

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 STRENGTHS AND WEAKNESSES OF THE STUDY

A possible weakness to the study may be due to the nature of the age range of the participants.

The thoughtfulness of responses may differ amongst the different age ranges and genders,

which may result in difficulty generalizing results of the purpose for use and psychological

dependency. Adolescent participants may not take it seriously as they may not see the impact

this study has on their life. Participants may need an external motivation to participate

thoroughly.

A strength to this study is that results will fill the gaps of current literature and provide

information to multiple audiences. Audiences that may find this research helpful include:

parents, medical personnel, educators, mental health professionals, software designers, and

other researchers in the field of social science. Mixed Methods provides more opportunity for

collect valid data because if a participant does not thoughtfully consider the questions in the

quantitative section, they will be asked to further explain their thoughts during the qualitative

interview.

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 SIGNIFICANCE FOR (INFORMATION SCIENCE) (LEARNING
TECHNOLOGIES)

This study will provide current literature to help understand how smartphones play a role in

the lives of adolescents. This study will fill the gap in the literature on digital media usage and

provide specifics about gender differences of use. It will also provide a new age range as most

studies in information communicative technologies focus on adults. This study will augment

the existing studies on the psychological impact smartphone use has on teens.

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 BUDGET AND MOTIVATION

This study will be low in cost, as there will only be need for money to pay for a data collector

and transcriber, as well as possibly an incentive prize for participating.

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 REFERENCES

Anuncibay, R. de la F. (2017). ICTs and teenage students. problematic usage or dependence. Procedia -

Social and Behavioral Sciences, 237, 230–236. https://doi.org/10.1016/j.sbspro.2017.02.068

Aoki, K., & Downes, E. J. (2003). An analysis of young people’s use of and attitudes toward cell phones.

Telematics and Informatics, 20(4), 349–364. https://doi.org/10.1016/S0736-5853(03)00018-2

boyd, danah. (2007). Why youth (heart) social network sites: The role of networked publics in teenage social

life (SSRN Scholarly Paper No. ID 1518924). Rochester, NY: Social Science Research Network.

Retrieved from https://papers.ssrn.com/abstract=1518924

Chassiakos, Y. (Linda) R., Radesky, J., Christakis, D., Moreno, M. A., Cross, C., & Media, C. on C. A.

(2016). Children and adolescents and digital media. Pediatrics, 138(5), e20162593.

https://doi.org/10.1542/peds.2016-2593

Chlóliz, M. (2012). Mobile-phone addiction in adolescence: The test of mobile phone dependence (TMD).

Prog Health Sci, 2(1).

Duggan, M. (2013, September 19). Cell phone activities 2013. Retrieved April 27, 2018, from

http://www.pewinternet.org/2013/09/19/cell-phone-activities-2013/

Geser, H. (2006). Are girls (even) more addicted? Some gender patterns of cell phone usage. Universität

Zürich: SSOAR. Retrieved from https://www.ssoar.info/ssoar/handle/document/32700

Jones, T. (2014). Students’ cell phone addiction and their opinions. The Elon Journal of Undergraduate

Research in Communications, 5(1), 74–80.

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Lenhart, A. (2009, August 19). Teens and mobile phones over the past five years: Pew internet

looks back. Retrieved April 27, 2018, from http://www.pewinternet.org/2009/08/19/teens-

and-mobile-phones-over-the-past-five-years-pew-internet-looks-back/

Lenhart, A. (2012, March 19). What teens do with their phones. Pew Research Center. Retrieved February

2, 2018, from http://www.pewinternet.org/2012/03/19/what-teens-do-with-their-phones/

Lenhart, A. (2015, August 6). Teens, technology and friendships. Retrieved March 17, 2018, from

http://www.pewinternet.org/2015/08/06/teens-technology-and-friendships/

Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media & mobile internet use

among teens and young adults. millennials. Pew Internet & American Life Project. Retrieved

from https://eric.ed.gov/?id=ED525056

Lenhart, A., Anderson, M., & Smith, A. (2015, October 1). Teens, technology and romantic relationships.

Retrieved March 17, 2018, from http://www.pewinternet.org/2015/10/01/teens-technology-and-

romantic-relationships/

Reid, D. J., & Reid, F. J. M. (2007). Text or talk? Social anxiety, loneliness, and divergent preferences for

cell phone use. CyberPsychology & Behavior, 10(3), 424–435. https://doi.org/10.1089/cpb.2006.9936

Smith, A. (2015, April 1). U.S. smartphone use in 2015. Retrieved March 17, 2018, from

http://www.pewinternet.org/2015/04/01/us-smartphone-use-in-2015/

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 APPENDICES

Appendix 1:

Quantitative Questionnaire Sample

Dependency Questions:

Sample questions are from the literature of Chlóliz (2012), who stated, “the main objective of

this study was to develop a questionnaire to evaluate mobile-phone dependence in adolescents

based on the DSM-IV-TR criteria for dependence and similar to the approaches used to

evaluate other behavioural addictions such as addition to gambling” Chlóliz (2012). These

questions will serve as a baseline to participants thoughts on psychological dependence.

Indicate how frequently the statements that appear below apply to you using the following scale

as a guide: 0-Never, 1-Rarley, 2-Sometimes, 3-Often, 4-Frequently

1. I have been warned about using my smartphone too much

2. I have put a limit on my smartphone use and I couldn’t stick to it

3. I have gone to bed later or slept less because I was using my smartphone

4. I use my smartphone in situations where, even though not dangerous, it is not

appropriate to do so (eating, while people are talking to me, stopped at a traffic light).

5. When I’m bored, I use my smartphone.

Indicate to what degree you agree or disagree with the statements presented below: 0-

completely disagree, 1-disagree somewhat, 2-neutral, 3-agree somewhat, 4-completely agree.

1. I need to use my smartphone more and more often

2. If I don’t have my smartphone, I feel bad

3. When I have my smartphone with me, I can’t stop using it

4. As soon as I get up in the morning, the first thing I do is check my phone

5. I don’t think I could stand spending a week without my smartphone

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Purpose of use sample questions: *Results of these responses will help identify themes of

purpose such as: using the phone for fun, for communication, to socialize. Questions will be

added as this is simply a sample.

Indicate how often you use your smartphone for the following statements: 0-never, 1-rarely, 2-

sometimes, 3-often, 4-always

1. Texting for social reasons

2. Playing games

3. Alleviate boredom

4. Check sports scores

5. Check emails

6. Socialize on social media

7. Fitness tracking

8. Shop online

9. To call a family member or friend

Qualitative Sample Questions:

1. What is your preferred method of communication when using your smartphone?
2. What would you say is the number one thing you do on your phone?
3. If you could develop an app to download on your phone, what you create and why?
4. What function on your phone could you do without?
5. What function on your phone could you not do without?
6. Where do you mostly use your smartphone? When do you mostly use your smartphone?
7. Do you ever turn your phone off? Why or why not?
8. Do you ever go out without your phone? Why or why not?

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