A Correlational Study on Mobile Gaming Addiction and Phubbing Behaviour among Higher Secondary School Students
Tarzan Damarathi Mahanta *
Department of Teacher Education, Rajendra University, Balangir, India.
K. Santosh Kumar Rao
Department of Teacher Education, Rajendra University, Balangir, India.
Priyanka Priyadarshini Das
Department of Teacher Education, Rajendra University, Balangir, India.
*Author to whom correspondence should be addressed.
Abstract
Background: The widespread use of smartphones has introduced new behavioural challenges among adolescents, notably Mobile Gaming Addiction (MGA) and phubbing While these phenomena independently impact developmental and social competencies, their interrelationship remains underexplored in the Indian educational context.
Objectives: This study aimed to assess the prevalence of MGA and phubbing behaviour, examine gender-based differences, and determine the correlational relationship between these two variables among higher secondary school students.
Methodology: A quantitative correlational research design was employed. A stratified random sample of 280 students (140 male, 140 female) was drawn from higher secondary schools in the Keonjhar district of Odisha. Data were collected using a self-developed Mobile Gaming Addiction Scale (MGAS) and an adopted Phubbing Behaviour Scale (PBS).
Results: Descriptive analysis revealed that a majority of students exhibited moderate levels of both MGA (70%) and phubbing behaviour (60%). An independent samples t-test indicated a statistically significant gender difference in MGA, with male students scoring significantly higher than females (t = 2.981, p = 0.003). However, no significant gender difference was observed regarding phubbing behaviour (t = 0.981, p = 0.328). Pearson’s correlation coefficient demonstrated a significant positive relationship between MGA and phubbing behaviour (r = 0.240, p = 0.003). These findings carry practical relevance for educators and school counsellors, suggesting that interventions targeting mobile gaming habits may simultaneously help curb phubbing tendencies among adolescents. Integrating digital wellness modules and structured screen-time awareness into the school curriculum could serve as a preventive strategy for fostering healthier interpersonal engagement.
Keywords: Mobile gaming addiction, phubbing behaviour, adolescents, higher secondary students, educational psychology, digital dependency