Mobile Phone Addiction and Academic Procrastination in Adolescents: The Serial Mediating Roles of Self-Regulation and Psychological Resilience and the Moderating Role of the Parent-Child Relationship.

BACKGROUND: Mobile phone addiction and academic procrastination are two common behavioral challenges among adolescents. While prior research has documented their association, the underlying mechanisms-particularly the mediating roles of self-regulation and psychological resilience and the moderating role of the parent-child relationship -remain insufficiently examined. METHODS: This study involved 966 adolescents who completed the Mobile Phone Addiction Scale, Self-Regulation Scale, Brief Resilience Scale, Parent-Child Relationship Scale, and Academic Procrastination Scale-Short Form. Data were analyzed using partial least squares structural equation modeling (PLS-SEM). RESULTS: The results of the research showed that (1) mobile phone addiction had a significant positive effect on academic procrastination; (2) self-regulation mediated between mobile phone addiction and academic procrastination; (3) psychological resilience mediated between mobile phone addiction and academic procrastination; (4) self-regulation and psychological resilience served as serial mediators between mobile phone addiction and academic procrastination and (5) parent-child relationship significantly moderated the association of mobile phone addiction on academic procrastination. CONCLUSION: This study describes the further relationships among mobile phone addiction, academic procrastination, and related factors in adolescents. The observed patterns suggest that approaches to adolescent well-being may benefit from integrated frameworks considering individual, familial, and educational dimensions-with a particular focus on the role of self-regulation, psychological resilience, and parent-child relationship.