Exploring Factors Influencing Smartphone Dependency in Middle School Students Using Random Forest

Objectives The purpose of this study is to explore the influencing factors on smartphone dependence among middle school students. Methods From the data of the 5th year of KCYPS 2018, 29 variables that were expected to influence smartphone dependence were selected. Among them, 2,266 participants excluding 22 who responded ‘don't know’ to school life satisfaction and academic achievement satisfaction were used as analysis data. For analysis, the random forest technique was utilized, and a total of 29 variables corresponding to academic factors, career factors, emotional factors, emotional problem factors, physical factors, relationship factors (friends), relationship factors (teachers), relationship factors (parents), and school factors were selected as explanatory variables. Results As a result, significant importance indices were confirmed for all 29 variables, and among the academic factors, academic enthusiasm appeared as the variable with the highest explanatory power. Subsequently, emotional problem-attention deficit, academic helplessness, emotional problem-aggressiveness, parental warmth, life satisfaction, parental autonomy support, parental rejection, parental coercion, and cooperativeness were ranked high in importance. Conclusions This study suggests that a support system that enables concentration on academics and fosters interest is required to prevent and improve smartphone dependence among middle school students. The relationship with teachers also becomes a significant variable in reducing smartphone dependence. Considering the results of this study, factors such as cooperativeness, life satisfaction, emotional factors, career factors, and physical factors may also be important, thus necessitating inquiry-based and participatory classroom activities to shape school activities.