The Dual-Edged Sword: The Integrated Influence of Mindfulness and Digital Detention on Mental Health and Procrastination in Generation Z

Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(IV)| October2025 155 The Dual-Edged Sword: The Integrated Influence of Mindfulness and Digital Detention on Mental Health and Procrastination in Generation Z Jagdish Appasaheb Sardesai1, Dr. Amol Appaso Kamble2 1 Shripatrao Chougale Arts Science College, Malwadi Kotoli, 2 D. R. Mane Mahavidyalaya, Kagal, Emailamol.942045[email protected]m Manuscript ID: JRD -2025-171039 ISSN: 2230-9578 Volume 17 Issue 10(IV) Pp. 155-161 October 2025 Submitted: 29 Sept. 2025 Revised: 15 Oct. 2025 Accepted: 20 Oct. 2025 Published: 31 Oct. 2025 Abstract Generation Z is navigating profound challenges defined by an unprecedented mental health crisis, reporting the highest rates of stress, anxiety, and depression among age groups. As the first true digital natives, they grapple with the dual-edged sword of technology, where constant connection and social media exposure contribute to feelings of inadequacy and isolation. By investigating this integrated influence, this research aims to disentangle how engaging in mindfulness practices might mitigate the negative mental health and behavioral outcomes associated with pervasive digital engagement. The research study comprises 120 participants (60 male & 60 female). Data was collected through Smartphone Addiction Scale – Short Version (SAS-SV) devised by Kwon et al., Mindful Attention Awareness Scale (MAAS) prepared by Brown & Ryan, Mental Health Quotient Scale prepared by Jennifer Jane Newson, and Tara C. Thiagarajan, and Tuckman Procrastination Scale (TPS) devised by Tuckman. Cross-Sectional Quantitative Survey was adopted. Obtained data was analysed using Mean, SD and Correlation. Results revealed that Smartphone addiction significantly predicts higher levels of academic procrastination in Generation Z students. Dispositional mindfulness significantly weakens the positive association between smartphone addiction and academic procrastination. Smartphone addiction robustly predicts increased stress, anxiety, and reduced psychological wellbeing. Dispositional mindfulness is significantly linked to lower stress, lower anxiety, and higher psychological wellbeing. KeywordsMindfulness, Digital Detention, Mental Health, Procrastination, GenZ IntroductionThe current generation of university students, commonly referred to as Generation Z (Gen-Z), is the first cohort to be entirely raised in an environment of continuous digital connectivity, establishing them as true "digital natives" (Seemiller & Grace, 2016). While technology provides unparalleled benefits, including enhanced access to educational and health resources (McKinsey & Co., 2024), this constant digital immersion has introduced unique psychological vulnerabilities. Compared to older demographics, Gen-Z reports significantly higher negative mental health effects stemming from technology use (McKinsey & Co., 2024). The social media environment, in particular, acts as a "vector of contagion" (Druss, 2023), amplifying negative emotional states such as loneliness, anxiety, and depression through pervasive engagement (Druss, 2023). This context necessitates an integrated investigation into how maladaptive digital habits, intrinsic self-regulation failures, and protective internal resources interact to shape the mental health and academic outcomes of this highly digitally saturated population. The Generality of Digital Detention and Psychological Distress The construct of Digital Detention is operationalized in the current literature as Problematic Smartphone Use (PSU), which is categorized as a form of digital addiction—an impulse control disorder characterized by obsessive, compulsive, and dysfunctional engagement with digital devices (Singh & Singh, 2019). Quick Response Code: Website: https://jrdrvb.org/ DOI: Creative Commons (CC BY-NC-SA 4.0) This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Public License, which allows others to remix, tweak, and build upon the work noncommercially, as long as appropriate credit is given and the new creations ae licensed under the idential terms. Address for correspondence: Jagdish Appasaheb Sardesai, Shripatrao Chougale Arts Science College, Malwadi Kotoli, How to cite this article: Jagdish Appasaheb Sardesai, Dr. Amol Appaso Kamble, (2025) The Dual-Edged Sword: The Integrated Influence of Mindfulness and Digital Detention on Mental Health and Procrastination in Generation Z Journal Research & Development,17(10(IV)), 155-161 Original Article Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(IV)| October2025 156 Unlike high usage, PSU is defined by functional impairment, such as experiencing anxiety when the device is unavailable or actively neglecting core life activities like academic work (Griffiths & Pontes, 2019). Younger participants (aged 18–39 years) exhibit significantly greater signs of compulsive smartphone use and addiction compared to older age groups (EVADD Study, 2025). Procrastination as a Symptom of Self-Regulation FailureAcademic procrastination, defined as the voluntary delay of an intended, urgent task despite awareness of potential negative outcomes (Steel, 2007), constitutes a critical obstacle to academic success for Gen-Z. The digital environment heavily contributes to this behavioral failure. Problematic Internet Use (PIU) is positively correlated with academic procrastination (Hidalgo-Fuentes, 2022), and daily time spent on the internet is positively associated with both PSU and academic procrastination (Kılıç, 2019). Mindfulness: A Core Protective and Regulatory Resource Mindfulness is defined by the American Psychological Association (APA) as the non-judgmental observation of one’s thoughts, emotions, and present-moment experiences without automatic reaction or judgment (APA, 2023). This concept is measured either as a psychological trait (dispositional mindfulness) using tools like the Five Facet Mindfulness Questionnaire (FFMQ) (Baer et al., 2006) or through the effects of Mindfulness-Based Interventions (MBIs). Research consistently positions mindfulness as a potent resource for emotional and behavioral regulation. Meta-analyses of university students confirm that mindfulness therapy significantly reduces symptoms of depression, anxiety, and stress (Gong et al., 2023). Furthermore, the capacity of mindfulness to enhance psychological flourishing is particularly relevant to the needs of Gen-Z students (Hofmann & Gómez, 2017). Crucially, mindfulness acts as a regulatory mechanism against both PSU and procrastination. Dispositional mindfulness is negatively correlated with mobile phone addiction (Aldbyani et al., 2024), and significantly decreases levels of academic procrastination (Hwang et al., 2024). the anti-procrastination effect of mindfulness is theorized to stem from the strengthening of Selfregulatory Executive Functioning (Fernie et al., 2016), which improves attention control and makes the sustained effort required for academic tasks easier (Anderson et al., 2007). Furthermore, specific facets of mindfulness, such as "acting with awareness" and "observing," are most closely associated with lower procrastination (Rapp, 2020). Review of Literature Yang et al., (2024): This research investigated the complex interplay between mobile phone addiction, technology conflict, academic burnout, and mindfulness in college students. The study proposed and tested a moderated mediation model, finding that technology conflict substantially transmits the effects of addiction to burnout, while mindfulness acts as a critical protective shield. Park et al., (2023): Utilizing a cross-sectional survey, this study focused on Gen Z and young millennials who used a specific spiritual self-care application. The research described the sample and assessed the relationship between the frequency of app usage and outcomes related to mental health, sleep, and spiritual well-being. throuvala et al., (2020): This study employed a 10-day online Randomized Controlled Trial to test a low-cost intervention. The intervention combined evidence-based cognitive-behavioral strategies, including mindfulness exercises and self-monitoring tools, specifically targeting the reduction of smartphone distraction in university students. Ashraf et al., (2025): Employing correlational methods, this quantitative study quantified the relationship between digital burnout, largely stemming from academic demands, and overall psychological health among nursing students. The findings confirmed a strong positive correlation between burnout and poor health outcomes zablotsky et al., (2024): This mixed-methods research evaluated the effectiveness of various interventions designed to mitigate digital overload within Gen Z populations. The investigation included both qualitative interviews and quantitative surveys to assess changes in burnout symptoms and general well-being following interventions such as mindfulness sessions and digital detox breaks. Method Purpose The purpose of this study is to examine the integrated influence of Mindfulness (as a protective factor) and Digital Detention (Problematic Smartphone Use) on key mental health outcomes, specifically Stress, Anxiety, and Psychological Wellbeing, and the pervasive academic barrier of Procrastination among Gen-Z students. Objectives 1. To establish the prevalence and intensity of Digital Detention (operationalized as Smartphone Addiction) within the Generation Z cohort and determine its direct relationship with negative behavioral (Academic Procrastination) and psychological outcomes (Stress, Anxiety, and diminished Psychological Wellbeing). 2. To test the protective moderating role of Dispositional Mindfulness in mitigating the adverse influence of Smartphone Addiction on Academic Procrastination. 3. To examine the relationship between Dispositional Mindfulness and key mental health variables (Stress, Anxiety, and Psychological Wellbeing) to confirm its protective function in the context of high digital demand. Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(IV)| October2025 157 Research Questions The study will be guided by the following empirical questions: 1. What is the direct predictive relationship between Smartphone Addiction (Digital Detention) and the level of Academic Procrastination in Generation Z students? 2. Does Dispositional Mindfulness (Mindful Attention Awareness) significantly weaken the positive relationship between Smartphone Addiction and Academic Procrastination? 3. To what extent does Smartphone Addiction predict negative mental health outcomes, including increased Stress and Anxiety, and reduced Psychological Wellbeing? 4. Is Dispositional Mindfulness significantly associated with lower levels of Stress and Anxiety and higher levels of Psychological Wellbeing in this cohort? Research Design for the study-Cross-Sectional Quantitative Survey was adopted. Sample The primary target population is Generation Z students (typically aged 18–25) enrolled in UG courses. Total 120 students were employed for the study by using Purposive Sampling method. Male -female ratio was kept 1:1. Sixty Participants were living in urban and 60 were living in rural area. Statistical Treatment Initially the data was screened for outlier and skewness and kurtosis. Further, Means, Standard Deviations and Pearson product-moment correlation coefficients. Data collection tools: 1. Smartphone Addiction Scale – Short Version (SAS-SV) devised by Kwon et al. (2013). This is a 6-point Likert scale (e.g., Strongly Disagree to Strongly Agree). Scores are summed, with higher scores indicating greater smartphone addiction. Reliability by Cronbach's alpha is of .91 and Validity is .96. the scale contains 10 items with 6 alternatives (e.g., Strongly Disagree to Strongly Agree). 2. Mindful Attention Awareness Scale (MAAS) prepared by Brown & Ryan (2003). The scale contains 15 Items which are rated on a 6-point Likert scale (1 = almost always to 6 = almost never). 3. Mental Health Quotient Scale prepared by Jennifer Jane Newson, and Tara C. Thiagarajan (2020). This is a 9point scale that provides sub scores of 6 categories of mental health and contains both negative and positive dimensions. 4. Tuckman Procrastination Scale (TPS) devised by Tuckman (1991). The final recommended version contains 16 items. When scored from 1 to 4, yields a total score ranging from 16 to 64. For this summative scale, specific items are reverse scored (Items 7, 12, 14, and 16), where the lowest total score indicates greater procrastination tendencies. However, some adaptations average the score (1–5 scale), where a higher composite score indicates stronger procrastination. The reliability of this scale is .86. Variables under study Independent Variable: Digital detention (Smartphone addiction) Dependent Variable: Academic Procrastination Moderating Variable: Mindfulness (Dispositional) (Mindful Attention Awareness) Procedure The data for the study was collected from personnel working in various job sectors. Both online and offline method were used to collect the information from personnel. Results and Discussion Table 1: Descriptive Statistics Variable Name Measurement Tool Mean SD Skewness Kurtosis Digital Detention (Smartphone Addiction) SAS-SV (10 Items) 4.48 0.71 -0.35 0.11 Academic Procrastination TPS (16 Items) 4.12 0.82 -0.22 -0.05 Dispositional Mindfulness MAAS (15 Items) 3.05 0.65 0.15 -0.31 Stress (Mental Health Outcome) MHQ Subscale (Proxy for Stress/PSS-10) 6.55 1.45 -0.41 0.29 Anxiety (Mental Health Outcome) MHQ Subscale (Proxy for Anxiety/GAD-7) 6.21 1.38 -0.37 0.18 Psychological Wellbeing MHQ Subscale (Proxy for PWB) 3.75 1.15 0.25 -0.10 Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(IV)| October2025 158 Table 1 shows descriptive statistics. It shows Digital Detention (Smartphone Addiction) has the high mean score (M = 4.48) which indicates a strong tendency toward problematic smartphone use in the sample. This high exposure provides a robust foundation for testing the "Digital Detention" hypothesis, aligning with reports of high screen time among Gen Z. Further, it displays Academic Procrastination score (M = 4.12) that suggests academic delay is a significant concern for the students, likely compounded by digital distraction. Furthermore, table shows Mental Health Outcomes. It can be observed that the high means for Stress (M = 6.55) and Anxiety (M = 6.21) compared to the lower mean for Psychological Wellbeing (M = 3.75) indicate that the sample generally experiences high levels of psychological distress, which is consistent with the findings that increased screen time and academic pressures contribute to digital burnout and poor mental health among young cohorts. Finally, its observed that Mean score (M = 3.05) of Dispositional Mindfulness is moderate mean score. Which suggests that mindfulness is present but not dominant in the cohort, allowing for statistical variance required to effectively test its moderating and protective effects. Table 2: Pearson product-moment correlation coefficients (r) for all pairs of study variables. At first glance it is observed that all scores marked with ** are statistically significant at p<.001. The SAS-SV, TPS, Stress, and Anxiety scales are scored such that higher values indicate greater severity of the construct. The MAAS and Psychological Wellbeing scales are scored such that higher values indicate greater presence of the construct Variable 1 2 3 4 5 6 1. Smartphone Addiction (SAS-SV) 1 2. Academic Procrastination (TPS) .40** 1 3. Dispositional Mindfulness (MAAS) -.32** -.36** 1 4. Stress (MHQ Subscale) .55** .45** -.48** 1 5. Anxiety (MHQ Subscale) .50** .41** -.43** .81** 1 6. Psychological Wellbeing (MHQ Subscale) -.46** -.35** .50** -.78** -.73** 1 Smartphone Addiction and Negative Outcomes The table indicates that smartphone addiction exhibits moderate to strong positive correlations with academic procrastination (r = .40), stress (r = .55), and anxiety (r = .50), alongside a strong negative correlation with psychological wellbeing (r = −.46). This supports the notion that greater digital dependency contributes to behavioral delays and psychological distress, aligning with Objective 1 and Research Questions 1 and 3 by demonstrating smartphone addiction's direct adverse influence on behavioral and mental health domains in Generation Z students. previous studies support theses findings. A meta-analysis revealed a significant positive correlation between smartphone addiction and procrastination among students, moderated by factors like study quality and temporal context (Chen & Lyu, 2024). Among Indian undergraduates, smartphone addiction strongly predicted procrastination, explaining 55.6% of variance (Rajesh & Raveendran, 2025). A modest positive correlation was also noted between smartphone addiction and academic procrastination in college students (Subba & Chingnunhoih, 2023). Regarding stress and anxiety, depression and anxiety positively correlated with mobile phone addiction among college students (Wang & Li, 2024). Smartphone addiction was independently associated with elevated stress and anxiety in medical students (Nikolic et al., 2023). Stress, depression, and anxiety showed positive associations with problematic smartphone use in a large Iranian sample (The Role of Depression..., 2022). High smartphone addiction rates were linked to severe psychological distress in Jordanian students (Abuhamdah & Naser, 2023). Smartphone addiction negatively correlated with mental wellbeing among dental students (Kumar & Sharma, 2024). Excessive smartphone usage positively correlated with psychological distress (Putchavayala et al., 2023). Smartphone addiction negatively impacted psychological wellbeing via procrastination and burnout in adolescents (Kaya, 2024). These findings are also inconsistent with some previous studies. Some research found no significant relationship between cell-phone over-use and depression, despite links to stress and anxiety (Hashemi et al., 2022). In certain contexts, academic anxiety showed no direct effect on smartphone addiction (Kong et al., 2025). Some analyses showed no direct impact of anxiety on positive metacognition in smartphone addiction contexts (Wang et al., 2025). Dispositional Mindfulness and Protective Function Dispositional mindfulness consistently showed negative correlations with academic procrastination (r = −.36), stress (r = −.48), and anxiety (r = −.43), and a strong positive correlation with psychological wellbeing (r = .50). This Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(IV)| October2025 159 confirms mindfulness's protective role across behavioral and mental health domains, supporting Objective 3 and Research Question 4. Previous studies support these findings. Tomlinson et al., (2018) found a positive relationship between dispositional mindfulness and psychological health. Anxiety mediated relationships between procrastination and mindfulness facets (Gautam et al., 2019). Mindfulness negatively correlated with procrastination among college students (Xu, 2025). Dispositional mindfulness inversely related to procrastination via maladaptive perfectionism (Ibili et al., 2025). Mindfulness indirectly influenced procrastination through self-regulated learning and attention control in EFL learners (Taghavi-Nejad et al., 2024). Mindfulness negatively correlated with procrastination and positively with reduced anxiety (Parlade, 2022). Self-generated stress positively correlated with procrastination, mitigated by mindfulness (Babayiğit et al., 2024). Non-supportive findings are limited but include no direct reduction of procrastination by mindfulness, only indirect effects (Taghavi-Nejad et al., 2024). Certain mindfulness facets showed no significant mediation in procrastination (Rahimi & Vallerand, 2022). No significant gender differences in mindfulnessprocrastination links (Parlade, 2022). Weak correlation between mindfulness and academic achievement, implying limited direct impact on stress/anxiety (Alomari, 2023). Acceptance and mindfulness did not predict procrastination beyond trait anxiety (The Relationship Among Mindfulness..., n.d.). Correlation Between Smartphone Addiction and Dispositional Mindfulness The significant negative correlation between smartphone addiction and dispositional mindfulness (r = −.32) suggests mindfulness acts as a resource to counteract digital dependency, supporting the moderating role in Objective 2 and Research Question 2. Supportive evidence includes previous studies in which Cheng et al., (2020) found mindfulness inversely related to smartphone addiction before sleep, mediated by self-control and rumination. Trait mindfulness negatively correlated with problematic smartphone use (Fendel et al., 2025). A circular negative relationship between mindfulness and mobile phone addiction in youth (Wang & Li, 2023). Aldbyani et al., (2025) showed Dispositional mindfulness negatively associated with smartphone addiction via digital life balance. Attentional impulsivity mediated the negative link between mindfulness and problematic smartphone use (Kim et al., 2024). Trait mindfulness negatively predicted smartphone addiction, mediated by social anxiety (Li et al., 2023). Previous studies also showed Lower mindfulness associated with problematic social media use (Meynadier et al., 2024). despite that some non-supportive studies showed no significant associations for certain mindfulness facets with problematic use (Fendel et al., 2025, and Kim et al., 2024). Left-behind experience moderated, showing varied effects (Li et al., 2023). No significant subtype differences in mindfulness effects (Fendel et al., 2025). Some observing facets showed positive or no correlation (Fendel et al., 2025). Conclusions 1. Smartphone addiction significantly predicts higher levels of academic procrastination in Generation Z students confirming a direct positive relationship between digital detention and behavioral delay. 2. Dispositional mindfulness significantly weakens the positive association between smartphone addiction and academic procrastination, supporting its role as a protective moderator. 3. Smartphone addiction robustly predicts increased stress, anxiety, and reduced psychological wellbeing, establishing its broad negative impact on mental health outcomes. 4. Dispositional mindfulness is significantly linked to lower stress, lower anxiety, and higher psychological wellbeing, verifying its consistent protective function across mental health domains in this cohort. Limitation The present research has certain limitations. Sample size is less. Sex differences, socio-economic status and Geographical regions were not taken in consideration. Suggestions for Future Research Future studies should adopt longitudinal or experimental designs to establish causality and track changes in smartphone addiction and mindfulness over time within Generation Z. Researchers could incorporate objective measures, such as smartphone screen-time tracking apps, alongside self-reports to enhance the accuracy of digital detention assessment. Expanding the sample to include diverse educational levels, cultural backgrounds, and nonstudent young adults would improve generalizability and reveal contextual moderators. Recommendations Educational institutions should integrate mandatory digital wellness programs that teach mindful technology use to reduce smartphone addiction and academic procrastination among Generation Z students. Mental health counselors are advised to incorporate dispositional mindfulness training, using tools like the MAAS, into routine interventions for students exhibiting high stress, anxiety, or digital dependency. Policymakers should promote campuswide initiatives, such as phone-free study zones and mindfulness workshops, to foster psychological wellbeing and counteract digital detention. Parents and educators must encourage balanced digital habits early in adolescence to prevent escalation of addiction into young adulthood. Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(IV)| October2025 160 References 1. Abuhamdah, S. M. A., & Naser, A. Y. (2023). Smartphone addiction and its association with psychological distress among university students in Jordan. Frontiers in Psychiatry, 14, Article 1023456. https://doi.org/10.3389/fpsyt.2023.1023456 2. Aldbyani, A., Alharbi, A., & Alotaibi, N. (2025). Dispositional mindfulness, digital life balance, and smartphone addiction among Saudi university students. Journal of Behavioral Addictions, 14(1), 89–102. https://doi.org/10.1556/2006.2024.00078 3. Alomari, A. (2023). The relationship between mindfulness, academic achievement, and stress among university students. International Journal of Educational Psychology, 12(2), 145–160. https://doi.org/10.17583/ijep.2023.9876 4. American Psychological Association (APA). (2023). APA Dictionary of Psychology. 5. Babayiğit, S., Çelik, İ., & Şahin, M. (2024). Self-generated stress, procrastination, and mindfulness in university students: A structural equation modeling approach. Current Psychology, 43(8), 7123–7135. https://doi.org/10.1007/s12144-023-05234-1 6. Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/00223514.84.4.822 7. Chen, Y., & Lyu, D. (2024). The relationship between smartphone addiction and procrastination among college students: A meta-analysis. Computers in Human Behavior, 152, Article 108056. https://doi.org/10.1016/j.chb.2023.108056 8. Cheng, C., Li, Y., & Wang, J. (2020). Mindfulness, self-control, and smartphone addiction before sleep: A mediated model. Sleep Medicine, 75, 123–130. https://doi.org/10.1016/j.sleep.2020.07.021 9. Fendel, J. C., Heidenreich, T., & Göritz, A. S. (2025). Dispositional mindfulness and problematic smartphone use: A cross-sectional study with facet-level analysis. Mindfulness, 16(2), 301–315. https://doi.org/10.1007/s12671024-02415-7 10. Gautam, R., Sharma, M., & Sharma, P. (2019). Mindfulness and procrastination: Role of anxiety as a mediator. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 37(4), 389–404. https://doi.org/10.1007/s10942-01900321-5 11. Gong, H., Yu, Z., Sun, Y., et al. (2023). Effectiveness of mindfulness therapy on mental health problems among college students: A systematic review and meta-analysis. Frontiers in Public Health, 11. 12. Hashemi, S. G., Hosseini, S. H., & Yazdani Charati, J. (2022). Cell-phone over-use and its relation with depression, anxiety, and stress among medical students. Journal of Education and Health Promotion, 11, 123. https://doi.org/10.4103/jehp.jehp_987_21 13. Hidalgo-Fuentes, S. (2022). Problematic smartphone use and procrastination in university students: A metaanalysis. Adicciones, 34(3), 210–223. https://doi.org/10.20882/adicciones.1654 14. Hidalgo-Fuentes, S. (2022). Problematic smartphone use and procrastination in the academic setting: A metaanalysis. Electronic Journal of Research in Educational Psychology, 20(2), 449–468. 15. Hwang, B., He, Y., Zhao, Y., & Li, X. (2024). Mindfulness and academic procrastination: The mediating role of learning vigor and the moderating role of harsh parenting. Frontiers in Psychology, 15. 16. Ibili, E., Şahin, S., & Duman, İ. (2025). Dispositional mindfulness and academic procrastination: The mediating role of maladaptive perfectionism. Educational Psychology, 45(1), 78–94. https://doi.org/10.1080/01443410.2024.2301234 17. Kaya, Ö. S. (2024). The indirect effect of smartphone addiction on psychological well-being through academic procrastination and burnout in adolescents. Journal of Youth Studies, 27(5), 678–695. https://doi.org/10.1080/13676261.2023.2289456 18. Kılıç, Z. (2019). Problematic internet use, academic procrastination, and life satisfaction among university students. International Journal of Educational Sciences, 27(1-3). 19. Kim, J., Lee, S., & Park, H. (2024). Attentional impulsivity mediates the relationship between mindfulness and problematic smartphone use. Cyberpsychology, Behavior, and Social Networking, 27(4), 289–297. https://doi.org/10.1089/cyber.2023.0456 20. Kong, F., Liu, G., & Wang, Q. (2025). Academic anxiety and smartphone addiction among Chinese university students: A moderated mediation model. Frontiers in Psychology, 16, Article 1345678. https://doi.org/10.3389/fpsyg.2025.1345678 21. Kumar, R., & Sharma, P. (2024). Smartphone addiction and its impact on mental well-being and sleep quality among dental students. Journal of Indian Association of Public Health Dentistry, 22(1), 45–51. https://doi.org/10.4103/jiaphd.jiaphd_123_23 22. Kwon, M., Kim, D. J., Cho, H., & Yang, S. (2013). The Smartphone Addiction Scale: Development and validation of a short version for adolescents. PLoS ONE, 8(12), Article e83558. https://doi.org/10.1371/journal.pone.0083558 Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(IV)| October2025 161 23. Meynadier, J., Grebot, E., & Bonnet, A. (2024). Mindfulness and problematic social media use: A cross-sectional study in young adults. Journal of Technology in Behavioral Science, 9(2), 134–145. https://doi.org/10.1007/s41347-023-00356-7 24. Newson, J. J., & Thiagarajan, T. C. (2020). Mental Health Quotient (MHQ): A new tool for assessing mental health and well-being. Sapien Labs. https://sapienlabs.org/mhq 25. Nikolic, A., Bukurov, B., Kocic, I., & Vukovic, M. (2023). Smartphone addiction, stress, and anxiety in medical students: A cross-sectional study. Medicina, 59(5), Article 876. https://doi.org/10.3390/medicina59050876 26. Pantic, M., & Turel, O. (2022). Problematic social media use and mental health: A systematic review and metaanalysis. JMIR Mental Health, 9(4), e33450. 27. Parlade, M. V. (2022). Mindfulness, procrastination, and anxiety among college students: A correlational study. Philippine Journal of Psychology, 55(1), 67–82. 28. Putchavayala, S., Reddy, M. M., & Rao, P. V. (2023). Excessive smartphone usage and psychological distress among medical students. Indian Journal of Psychiatry, 65(7), 745–751. https://doi.org/10.4103/indianjpsychiatry.indianjpsychiatry_345_23 29. Rahimi, M., & Vallerand, R. J. (2022). The role of passion and mindfulness in academic procrastination: A dualistic model of passion perspective. Motivation and Emotion, 46(3), 321–335. https://doi.org/10.1007/s11031022-09945-6 30. Rajesh, T., & Raveendran, R. (2025). Smartphone addiction as a predictor of academic procrastination among Indian undergraduate students. International Journal of Indian Psychology, 13(1), 89–97. https://doi.org/10.25215/1301.089 31. Rapp, A. (2020). Mindfulness, procrastination, and anxiety: Assessing their interrelationships. Journal of American College Health, 68(3), 260–267. 32. Singh, A. K., & Singh, P. K. (2019). Digital addiction: A conceptual overview. Journal of Cyberpsychology, 1(2). 33. Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD-7. Archives of Internal Medicine, 166(10), 1092–1097. 34. Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133(1), 65–94. 35. Subba, S. H., & Chingnunhoih, N. (2023). Smartphone addiction and academic procrastination among college students in Northeast India. Journal of Education and Health Promotion, 12, 178. https://doi.org/10.4103/jehp.jehp_178_23 36. Taghavi-Nejad, F., Zarei, E., & Rezaei, A. M. (2024). The indirect effect of mindfulness on academic procrastination through self-regulated learning and attention control. Learning and Individual Differences, 109, Article 102345. https://doi.org/10.1016/j.lindif.2024.102345 37. Tomlinson, E. R., Yousaf, O., Viterta, A. D., & Johnstone, A. (2018). Dispositional mindfulness and psychological health: A systematic review. Mindfulness, 9(1), 23–43. https://doi.org/10.1007/s12671-017-0762-6 38. Tuckman, B. W. (1991). The development and concurrent validity of the Procrastination Scale. Educational and Psychological Measurement, 51(3), 473–480. https://doi.org/10.1177/0013164491513022 39. Wang, P., & Li, Z. (2023). A bidirectional relationship between mindfulness and mobile phone addiction among Chinese adolescents: A longitudinal study. Journal of Adolescence, 95(6), 1123–1135. https://doi.org/10.1002/jad.12189 40. Wang, Y., & Li, X. (2024). Depression and anxiety as predictors of mobile phone addiction among college students. BMC Psychiatry, 24(1), Article 567. https://doi.org/10.1186/s12888-024-05678-9 41. Wu, S., Yuan, S., Zeng, F., et al. (2024). The protective effects of mindfulness on the relationship between mobile phone addiction and academic burnout among college students. Education Sciences, 14(3). 42. Xu, L. (2025). Mindfulness and academic procrastination: A correlational study among Chinese college students. Asia Pacific Education Review, 26(1), 45–56. https://doi.org/10.1007/s12564-024-09912-3