Presentation Schedule
The Interplay of Mindfulness, Phubbing, and Academic Procrastination Among University Students (103618)
Session Chair: Rajbala Singh
This presentation will be live-streamed via Zoom (Online Access)
Wednesday, 13 May 2026 17:25
Session: Session 4
Room: Live-Stream Room 2
Presentation Type: Live-Stream Presentation
– click here to convert to your timezone
Academic procrastination and excessive smartphone usage, known as phubbing, are prevalent issues among university students, often driven by stress and negative emotions. The Reperceiving model of mindfulness suggests that individuals with high mindfulness can objectively observe their consciousness, maintain a transient attitude, and tolerate unpleasant internal states, thereby reducing avoidance behaviours like academic procrastination. On the contrary, the compensatory internet use theory suggests that students may resort to phubbing to cope with academic stress and emotional discomfort. Guided by these two theoretical frameworks, the present study investigates the relationship between mindfulness, phubbing and academic procrastination. Further, it explores whether phubbing mediates the link between mindfulness and academic procrastination among university students. Using a survey design and convenience sampling, data were collected from 263 undergraduate students who completed standardized measures of mindfulness, phubbing, and academic procrastination. Structural equation modelling (SEM; AMOS 27) and the Hayes PROCESS Macro were employed to test the hypothesised relationships. Results indicated that mindfulness negatively predicted both academic procrastination (β = -0.2354, p < .001) and phubbing (β = -0.3266, p < .001). In addition, phubbing significantly mediated the link between mindfulness and academic procrastination (β = -0.101, p < 0.000). These findings suggest that mindfulness helps control academic procrastination by lowering phubbing behavior and fostering greater engagement in academic tasks. The study highlights the potential of mindfulness-based interventions in educational settings to enhance focus, regulate technology use, and improve students’ academic performance and overall well-being. Additionally, the study discusses its limitations and provides recommendations for future
Authors:
Rajbala Singh, The LNM Institute of Information Technology, India
Pragati Gururani, The LNM Institute of Information technology, India
About the Presenter(s)
Dr Rajbala Singh is a University Professor/Principal Lecturer at The LNM Institute of Information Technology, Jaipur in India
Connect on Linkedin
https://www.linkedin.com/in/rajbala-singh-91298122/
Connect on ResearchGate
https://www.researchgate.net/profile/Rajbala-Singh-3
See this presentation on the full schedule – Wednesday Schedule
Conference Comments & Feedback
Place a comment using your LinkedIn profileShare this Presentation
Comments
Powered by WP LinkPress