EXCESSIVE CELLPHONE USE, SOCIAL SUPPORT, AND STUDENT ENGAGEMENT AS ATTRIBUTES TO ACADEMIC ACHIEVEMENT: A MEDIATION ANALYSIS

Abstract This study investigated the impact of excessive cellphone use on academic achievement, considering the interplay of complex relationships through mediation analyses. It examined the mediating roles of social support, engagement, and excessive cellphone use as attributes to academic performance among 351 senior high school students. A descriptive correlational design was employed, with data analyzed using Structural Equation Modeling (SEM) to examine mechanisms and relationships. Results showed that 75.2% were excessive cellphone users, with females (42.50%) more likely to exhibit addictive behaviors than males (32.80%). Significant differences were found in academic strand, father's education, and Grade Point Average (GPA) in relation to smartphone addiction. STEM and ABM strands had higher GPA and lower smartphone addiction than HUMSS and TVL. Students with fathers with high educational background showed significantly higher academic performance. Interestingly, excessive users demonstrated high GPA. Respondents’ perceptions of social support and engagement were moderate. SEM revealed that smartphone addiction negatively predicts academic achievement (total effect = -0.055, p < 0.001). Student engagement (estimate = 0.117, p < 0.001) and social support (estimate = 0.033, p = 0.002) significantly influence academic performance. However, social support and engagement did not predict smartphone addiction and failed to mediate the relationship between smartphone addiction and GPA. In an alternative SEM model, smartphone addiction significantly mediated the link between social support and engagement (indirect effect = -0.103, p = 0.001), indicating its undermining effects. The C-HEARTS Program was developed to promote healthy phone habits, student involvement, and peer-family digital strategies to enhance academic outcomes. Keywords: Excessive Cellphone Use, Smartphone addiction, Social Support, Academic Engagement, Academic Achievement. Mediating Variables