The what, how, and why of school smartphone policies: Policy stringency, communication styles, and motivational pathways

Grounded in self-determination theory, this cross-sectional study examines how school-level policy stringency ("what") and student-perceived teacher communication ("how") of smartphone rules relate to students’ motivation to comply ("why"), and their adherence and out-of-school smartphone use. Policy stringency was assessed via school directors; all other data were collected through student questionnaires (N = 3,786 across 17 secondary schools). Analyses included hierarchical regressions and path analysis with cluster-robust standard errors. Stringency was modestly associated with outcomes, with most beneficial effects observed in schools that restrict in-class phone use. Student-perceived communication showed more robust associations: need-supportive communication related to greater rule ownership, lower amotivation, and more compliance, whereas chaotic and controlling communication yielded less favorable outcomes. Findings suggest teacher communication may matter more for adherence than policy stringency.