Problematic Smartphone Use and Student Anxiety in Class in Universities in the Fourth Industrial Revolution Context

This study examines the impact of problematic smartphone use (PSU) on student anxiety in classroom within Vietnamese universities, in the context of rapid digital transformation associated with the Fourth Industrial Revolution. Drawing on a quantitative approach, data were collected from 307 undergraduate students across multiple universities in Vietnam. The study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the effects of four dimensions of PSU on student anxiety. The results reveal that compulsive behavior, tolerance, and withdrawal have significant positive effects on student anxiety, with tolerance emerging as the strongest predictor. These findings suggest that psychological dependence on smartphones, rather than functional disruption, plays a dominant role in shaping students’ anxiety levels. In contrast, functional impairment was found to have no significant effect on anxiety, indicating that students may have adapted to multitasking and technology-integrated learning environments. This study contributes to the literature by providing empirical evidence from a developing country context and highlights the need for universities to promote digital self-regulation and mental health support, while adopting balanced strategies for integrating smartphones into classroom learning.