How does nomophobia affect academic engagement? The mediating role of socio-emotional skills in secondary school students in the Peruvian Amazon
This study evaluated the mediating role of socioemotional competencies in the relationship between nomophobia and academic engagement in Peruvian secondary school students, hypothesizing that these competencies would mediate this relationship. A cross-sectional explanatory design was used with a con...
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2026
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| author | Daniela Sandoval-Correa Yatzy Panduro-Rengifo Ruth Gutierrez-Cieza Jessica Aranda Turpo Jhordan Jhonny Mayta Llanos |
| author_browse | Daniela Sandoval-Correa Jessica Aranda Turpo Jhordan Jhonny Mayta Llanos Ruth Gutierrez-Cieza Yatzy Panduro-Rengifo |
| author_facet | Daniela Sandoval-Correa Yatzy Panduro-Rengifo Ruth Gutierrez-Cieza Jessica Aranda Turpo Jhordan Jhonny Mayta Llanos |
| author_sort | Daniela Sandoval-Correa |
| collection | Producción científica |
| description | This study evaluated the mediating role of socioemotional competencies in the relationship between nomophobia and academic engagement in Peruvian secondary school students, hypothesizing that these competencies would mediate this relationship. A cross-sectional explanatory design was used with a convenience sample of 408 participants. The instruments employed were the Nomophobia Questionnaire (NMP-Q), the Socioemotional Competencies Test for Secondary School Adolescents (CSE-AS-Perú), and the Utrecht Work Engagement Scale—6S (UWES-6S), whose reliability was assessed using McDonald's omega coefficient. Descriptive, correlational, and mediation analyses were conducted with observed variables and SEM. The structural model demonstrated adequate fit indices [ χ ² (33) = 117, p < .001, CFI = 0.975, TLI = 0.966, RMSEA = 0.079, 90% CI (0.064, 0.095), SRMR = 0.039]. The indirect effect of nomophobia on academic engagement through socioemotional competencies was significant in both analyses [ β = −0.20, p < .001, 95% CI (−0.268, −0.125)], accompanied by a non-significant direct effect, configuring a pattern of indirect-only mediation. These findings suggest implementing programs under the CASEL framework, with evidence-based practices, to comprehensively strengthen students’ socioemotional competencies in response to the effects of nomophobia on their academic engagement. |
| format | Article |
| id | openalex:W7172516790 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
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| spelling | openalex:W7172516790How does nomophobia affect academic engagement? The mediating role of socio-emotional skills in secondary school students in the Peruvian AmazonDaniela Sandoval-CorreaYatzy Panduro-RengifoRuth Gutierrez-CiezaJessica Aranda TurpoJhordan Jhonny Mayta Llanosnomophobiaacademic engagementsocioemotional skillshigh school studentsadolescentsmobile phone dependenceCASEL frameworkPeruvian AmazonImpact of Technology on AdolescentsEarly Childhood Education and DevelopmentEducation, Achievement, and GiftednessThis study evaluated the mediating role of socioemotional competencies in the relationship between nomophobia and academic engagement in Peruvian secondary school students, hypothesizing that these competencies would mediate this relationship. A cross-sectional explanatory design was used with a convenience sample of 408 participants. The instruments employed were the Nomophobia Questionnaire (NMP-Q), the Socioemotional Competencies Test for Secondary School Adolescents (CSE-AS-Perú), and the Utrecht Work Engagement Scale—6S (UWES-6S), whose reliability was assessed using McDonald's omega coefficient. Descriptive, correlational, and mediation analyses were conducted with observed variables and SEM. The structural model demonstrated adequate fit indices [ χ ² (33) = 117, p < .001, CFI = 0.975, TLI = 0.966, RMSEA = 0.079, 90% CI (0.064, 0.095), SRMR = 0.039]. The indirect effect of nomophobia on academic engagement through socioemotional competencies was significant in both analyses [ β = −0.20, p < .001, 95% CI (−0.268, −0.125)], accompanied by a non-significant direct effect, configuring a pattern of indirect-only mediation. These findings suggest implementing programs under the CASEL framework, with evidence-based practices, to comprehensively strengthen students’ socioemotional competencies in response to the effects of nomophobia on their academic engagement.Articlehttps://doi.org/10.3389/feduc.2026.1914061https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1914061/pdfW7172516790enFrontiers in Education2504-284X2026-08-05 |
| spellingShingle | nomophobia academic engagement socioemotional skills high school students adolescents mobile phone dependence CASEL framework Peruvian Amazon Impact of Technology on Adolescents Early Childhood Education and Development Education, Achievement, and Giftedness Daniela Sandoval-Correa Yatzy Panduro-Rengifo Ruth Gutierrez-Cieza Jessica Aranda Turpo Jhordan Jhonny Mayta Llanos How does nomophobia affect academic engagement? The mediating role of socio-emotional skills in secondary school students in the Peruvian Amazon |
| title | How does nomophobia affect academic engagement? The mediating role of socio-emotional skills in secondary school students in the Peruvian Amazon |
| title_full | How does nomophobia affect academic engagement? The mediating role of socio-emotional skills in secondary school students in the Peruvian Amazon |
| title_fullStr | How does nomophobia affect academic engagement? The mediating role of socio-emotional skills in secondary school students in the Peruvian Amazon |
| title_full_unstemmed | How does nomophobia affect academic engagement? The mediating role of socio-emotional skills in secondary school students in the Peruvian Amazon |
| title_short | How does nomophobia affect academic engagement? The mediating role of socio-emotional skills in secondary school students in the Peruvian Amazon |
| title_sort | how does nomophobia affect academic engagement the mediating role of socio emotional skills in secondary school students in the peruvian amazon |
| topic | nomophobia academic engagement socioemotional skills high school students adolescents mobile phone dependence CASEL framework Peruvian Amazon Impact of Technology on Adolescents Early Childhood Education and Development Education, Achievement, and Giftedness |
| topic_facet | nomophobia academic engagement socioemotional skills high school students adolescents mobile phone dependence CASEL framework Peruvian Amazon Impact of Technology on Adolescents Early Childhood Education and Development Education, Achievement, and Giftedness |
| url | https://doi.org/10.3389/feduc.2026.1914061 https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1914061/pdf |
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