Smartphone addiction, academic procrastination, and academic achievement: The mediating role of self-efficacy among automotive engineering students in Kenya

The increasing prevalence of problematic smartphone use and academic procrastination among vocational students has raised concerns about academic functioning in Technical and Vocational Education and Training (TVET) institutions. This study examines the associations among smartphone addiction, academic procrastination, self-efficacy, and academic achievement among automotive engineering students in Kenyan TVET institutions. A cross-sectional survey approach, was employed on 509 students through validated self-report instruments from Kenyan TVET institutions. The findings indicate strong associations between self-efficacy and academic achievement, as well as between smartphone addiction and academic procrastination, while academic procrastination shows a weaker association with academic performance. Self-efficacy fully mediated the effect of academic procrastination and partially mediated the effect of smartphone addiction on achievement. The study offers insights that may inform student support strategies and pedagogical practices within vocational education. The findings are relevant to educators and policymakers concerned with student engagement and academic functioning in TVET contexts.