Social Psychology Research

Abstract Introduction: The use of mobile phones in education, particularly at the elementary level, can serve as an effective learning tool. However, challenges such as unequal access to technology and the need for proper supervision must also be considered. Although mobile phones offer educational benefits for elementary students, they also present various risks. This study aimed to evaluate and compare fears related to smartphone inaccessibility (nomophobia) among elementary school students in Shiraz. Four dimensions of fear were examined: fear of losing connection with others, fear of losing emotional bonds, fear of losing information, and fear of losing comfort and convenience. Method: This study employed a quantitative approach using a comparative descriptive-survey design. The population comprised all upper elementary students (grades 4–6) in Shiraz during the 2024–2025 academic year. A stratified random sample by gender was selected, including 115 male students (63%) and 67 female students (37%). Nomophobia was assessed using the Yildirim and Correia Scale (2015), a 23-item Likert-type questionnaire with four subscales: fear of losing bonds, fear of losing information, fear of losing connection, and fear of losing comfort. Content validity and reliability were confirmed via correlation coefficients and Cronbach’s alpha (total α = 0.86). Data were analyzed using one-sample t-tests, multivariate analysis of variance (MANOVA), repeated-measures ANOVA, and Bonferroni post hoc tests. Results: The results indicated that among male students, fears of losing bonds and losing information were above the benchmark mean, while fears of losing connection and losing comfort were at the benchmark level. Among female students, fears of losing connection, losing bonds, and losing comfort were above the benchmark, whereas fear of losing information was at the benchmark level. Female students scored significantly higher than males across all four fear dimensions. Fear of losing connection was identified as the predominant fear in both genders. Conclusion: The pervasive influence of smartphones on students’ daily lives necessitates comprehensive interventions encompassing educational, psychological, and family-based strategies to alleviate nomophobia-induced anxiety. The implementation of gender-specific approaches and substitute activities emerges as a pivotal component for program efficacy.