While taking advantage of the educational benefits of smartphones, students also apply this device in inappropriate ways that cause certain disciplinary and educational problems. This study examines the effect of self-management training on smartphone dependence among male high school students. Methods: In this quasi-experimental study, data were collected using the Cell Phone Addiction Scale (Koo, 2009), which was completed by the trial and control groups before and after the educational intervention. After assessing their normal distribution, the data were analysed using the Chi-square test, the independent and paired t-tests, Mann–Whitney's U-test, and the Wilcoxon test at a significance level of p < .05. Results: The results showed significant post-intervention reductions in the mean score of smartphone dependence (35.10) and its three domains, including withdrawal/tolerance (14.80), life dysfunction (8.70), and compulsion/persistence (11.60), in the trial group compared to the controls (44.80, 16.2, 12.10, and 16.50) and also in the mean score of certain applications of smartphones (p < .05). Discussion and conclusions: Despite the existing limitations, the results confirmed the efficacy of self-management training in reducing smartphone dependence in the students. The implementation of this programme is recommended for reducing dependence and promoting the proper use of this device.

This study investigated types of career choice in high school students and examined the effects of career paths on time perspective development. The participants were 4,756 third grade students from nine public high schools in Tokyo. The high school questionnaire survey was conducted throughout autumn of 2008, 2009, and 2010. One year later, 962 graduates participated in the follow-up questionnaire survey by post. Distinguishing gender difference among career paths was found. Girls tend to choose significantly shorter learning careers (p < .01), for example junior college or vocational school in comparison to boys. Career indecision, i.e. students who could not set a concrete future career in high school, had significantly more negative time perspective than other groups (p < .05), which was caused by a deficiency of their basic cognitive ability. Longitudinal data showed different patterns of fluctuation in time perspective between “school to school transition” and “school to work transition”. It is suggested that the “school to work transition” tends to be more critical for adolescents and has negative effects on time perspective. These results suggest that the goal content in careers may promote or inhibit the formation of time perspectives during the graduation transition.