Table 1.
Factors used in this research and related references
| Factors selected | References demonstrating that factors affect PSU |
| Self-control+ | (Han et al., 2017; Kim et al., 2018; YoungJin & Kyunghee, 2018) |
| Fear of missing out (FOMO) + | (Elhai et al., 2016, 2019; Przybylski, Murayama, Dehaan, & Gladwell, 2013; Wang et al., 2019; Wolniewicz, Tiamiyu, Weeks, & Elhai, 2018) |
| Social anxiety+ | (Elhai, Levine, & Hall, 2019; Enez Darcin et al., 2016; Hong et al., 2019) |
| Loneliness+ | (Enez Darcin et al., 2016; Esen, Aktas, & Tuncer, 2013; Karsay et al., 2019; Lapierre, Zhao, & Custer, 2019; Mosalanejad, Nikbakht, Abdollahifrad, & Kalani, 2019; Shen & Wang, 2019; Yayan, SunaDağ, & Düken, 2019) |
| Teacher-student relationship * | (Mahapatra, 2019; Yayan et al., 2019) |
| Peer PSU * | Based on the peer contagion hypothesis (Dishion & Tipsord, 2011) in which peer behavior, attitude, and pressure influence juveniles’ behaviors, and the same is true of peer PSU, attitudes, and pressure for smartphone use. |
| Peer attitude towards smartphone use * | |
| Peer pressure on smartphone use * | |
| Friendship quality * | (Wang et al., 2017; Kim et al., 2018) |
| Parents’ drinking and smoking (both father and mother) ♦ | Kim et al., (2018) |
| Marital satisfaction♦ | (McDaniel & Coyne, 2016; McDaniel & Radesky, 2018) |
| Parents’ PSU♦ | (Kim et al., 2018; Xie, Chen, Zhu, & He, 2019) |
| Technology interference♦ | (McDaniel & Coyne, 2016; McDaniel & Radesky, 2018) |
| Parental mediations (restrictive, active, and co-use)♦ | (Ko, Choi, Yang, Lee, & Lee, 2015Ko, Choi, Yang, Lee, & Lee, 2015; Hwang, Choi, Yum, & Jeong, 2017; Lee & Ogbolu, 2018; Meeus et al., 2019) |
| Parents’ engagements♦ | Although no research directly measures the relationship between parent engagement and PSU, some literature has shown that parental engagement is related to the parent-child relationship. Therefore, parent engagement should exert influence on PSU. |
| Parent-child relationship♦ | (Lee & Kim, 2018; Xie et al., 2019) |
| Parent’s attitude towards mobile devices use♦ | (Lauricella, Wartella, & Rideout, 2015; Terras & Ramsay, 2016) |
Note. + represents individual variables, * represents variables of school microsystems, ♦ represents variables of family microsystems.