Relationship between Mindfulness and Nomophobia among teaching practice students


  • Muhd Fadlin Muhammad Firdaus Chan Department of Psychology and Counselling, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, MALAYSIA
  • Nurul Ain Hidayah Abas Department of Psychology and Counselling, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, MALAYSIA



nomophobia, mindfulness, teaching practice, education


This study aimed to investigate the relationship between mindfulness and nomophobia among teaching practice students in UPSI. This descriptive cross-sectional quantitative survey design study utilized online survey which required participants to submit responses through Google Form link distributed. Instruments used in this study were Mindful Attention Awareness Scale (MAAS) and Nomophobia Questionnaire (NMP-Q). Data from N=142 teaching practice students (n=105 female, n=37 male) were analyzed using IBM SPSS Statistics 26. Pearson correlation between mindfulness and nomophobia showed a surprising finding, in which no correlation (r=-0.026, N=142, p > 0.05) was found between these two variables. This study has argued that no relationship was found since the sample was recruited from a leading education university in Malaysia, hence they have been trained to be a competent prospective teacher. Besides, their nature of working which require regular phone usage also was argued to be the underlying reason of this study’s finding in which higher usage of mobile phone may cause the above average score of nomophobia, but at the same time they obtained an above average score of mindfulness level as well. Hence, there is no relationship from the finding reported. This study was found to have an implication towards recruiter of future teachers, and has contributed to the literature of mindfulness and nomophobia among Malaysians.  


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How to Cite

Muhammad Firdaus Chan, M. F., & Abas, N. A. H. (2022). Relationship between Mindfulness and Nomophobia among teaching practice students. Evaluation Studies in Social Sciences, 3(2), 1–9.