The What, How, and Why of School Smartphone Policies: Policy Stringency, Communication Styles, and Motivational Pathways

This study examines how school smartphone policy stringency (the “what”) and teachers’ communication about smartphone rules (the “how”) relate to students’ motivation to comply (the “why”), as well as to their self-reported adherence and smartphone regulation beyond school. The sample consisted of 3786 secondary school students (Mage = 14.66 years, SD = 1.74; 48% male, 51% female) from 17 schools spanning Grades 7 to 12. Results from regression and mediation analyses with robust cluster corrections show that policy stringency showed only modest associations with the outcomes. In contrast, students perceived teacher communication styles displayed more consistent relations: need-supportive communication was associated with greater ownership of the rules and lower amotivation, which in turn correlated with more compliance and lower smartphone use beyond school, whereas chaotic and controlling communication showed less favourable patterns. By clarifying underlying motivational processes of school smartphone policies, the findings inform the debate on smartphone bans.