Differences in Smartphone Dependency According to Daily Time Usage Patterns of Middle School Students

This study investigates middle school students’ daily time usage patterns, focusing on study time, leisure time, and parent-child communication. It also examines differences in smartphone dependency based on these patterns. The participants were 2,404 second-year middle school students from the second wave of the KCYPS 2018. Latent profile analysis and analysis of covariance were conducted, controlling for gender. Latent profile analysis identified four distinct time usage profiles: Limited Leisure & Minimal Parent Interaction Group (63.1%), Smartphone & Peer-Play Oriented Group (11.1%), Learning & Parent-Interaction Oriented Group (12.3%), and Overall Participation Group (13.5%). The smartphone dependency score was highest in the Smartphone & Peer-Play Oriented Group, followed by the Overall Participation Group, Limited Leisure & Minimal Parent Interaction Group, and Learning & Parent-Interaction Oriented Group. However, the difference between the Learning & Parent-Interaction Oriented Group and the Overall Participation Group was not statistically significant. These findings suggest that students who spend more time playing with peers tend to use smartphones more frequently and exhibit higher smartphone dependency. Conversely, those who engage in self-directed learning and frequent parent-child communication show lower smartphone dependency despite moderate smartphone use. This study highlights the importance of managing smartphone dependency not only by reducing excessive use but also by promoting a balanced lifestyle. Encouraging meaningful social interactions, real-world goal setting, and consistent parent-child communication may help mitigate smartphone dependency. Furthermore, ensuring that real-world activities, such as socializing with friends, do not excessively shift into the virtual world is crucial.