This research aimed to examine the impact of academic motivation and academic stress on mobile phone addiction, with a focus on the mediating role of wisdom. Employing a descriptive-correlational approach within an applied research framework, the study surveyed 375 female high school students from two institutions in Hamedan district using convenience sampling. Utilizing instruments including Ardelt’s wisdom questionnaire (2003), Gadzella’s academic stress questionnaire (1991), Koo Hy’s phone addiction scale (2009), and Harter’s academic motivation questionnaire (1981), data were analyzed through structural equation modeling. The results revealed that wisdom significantly mediated the relationships between academic stress, motivation, and mobile phone addiction. Notably, the direct effects of stress on wisdom and mobile phone addiction were statistically significant, as were the indirect effects of stress and motivation on mobile phone addiction. While the direct effect of motivation on mobile phone addiction was not significant, wisdom demonstrated a substantial direct influence on mobile phone addiction. This investigation sheds light on the intricate dynamics of these variables and underscores the vital role of wisdom in understanding and addressing mobile phone addiction.

本研究旨在探讨学业动机和学业压力对手机成瘾的影响，重点探讨智慧的中介作用。该研究采用应用研究框架内的描述性关联方法，通过便利抽样对来自哈马丹地区两所机构的 375 名女高中生进行了调查。利用Ardelt智慧问卷（2003年）、Gadzella学业压力问卷（1991年）、Koo Hy手机成瘾量表（2009年）和Harter学业动机问卷（1981年）等工具，通过结构方程模型对数据进行分析。结果显示，智慧显着调节了学业压力、动机和手机成瘾之间的关系。值得注意的是，压力对智慧和手机成瘾的直接影响具有统计显着性，压力和动机对手机成瘾的间接影响也是如此。虽然动机对手机成瘾的直接影响并不显着，但智慧对手机成瘾的直接影响却很大。这项调查揭示了这些变量错综复杂的动态，并强调了智慧在理解和解决手机成瘾方面的重要作用。