## 2 Materials and Methods
### Description of the Instruments
It is based on personal experience, and both positive and negative events can influence satisfaction. Satisfaction is a construct from the expectancy-confirmation theory [35] and is used in models such as [PERSON]'s [34] as a predictor of the continuance intention to use information systems. We adapted the construct used in [43] to the use of smartphones in education. The text of the items and the mean values of the central tendencies are presented in Table 4 in the Results section. 5. Opinions about the influence of smartphones and tablets on the quality of schoolwork (QUAL). Students were asked to tick their agreement that this was reflected in the eight items listed in Table 5 (provided in the Results section) due to smartphone use. The response format ranged from 1 (greatly reduced) to 5 (greatly increased). The instrument was compiled based on the authors' reflective practice and, to the best of their knowledge, has not been used in this form in other published work. This construct was used as an outcome (endogenous) latent variable QUAL in our models (Figures 1 and 2). \begin{table}
\begin{tabular}{l l l l l l l} \hline \hline
**Code** & **Satisfaction** & **Mean** & **SD** & **Median** & **Mode** & **PCA** \\ \hline SAT1 & When we used a smartphone or tablet in class, it was fun. & 5.73 & 1.51 & 6 & 7 & 0.824 \\ SAT3 & When we used a smartphone or tablet in class, the use was understandable. & 5.61 & 1.53 & 6 & 7 & 0.872 \\ SAT4 & When we used a smartphone or tablet in class, it was easy to use. & 5.54 & 1.69 & 6 & 7 & 0.743 \\ SAT5 & When we used a smartphone or tablet in class, the use was successful. & 5.52 & 1.60 & 6 & 7 & 0.870 \\ SAT2 & When we used a smartphone or tablet in class, the use was educational. & 5.28 & 1.70 & 5.5 & 7 & 0.824 \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Satisfaction with smartphone use in education. (N = 312). Results are ordered by decreasing means. \begin{table}
\begin{tabular}{l c c c} \hline \hline
**Grade** & **Frequency** & **Percent** & **Cumulative Percent** \\ \hline
1 st-3 rd & 30 & 9.6 & 9.6 \\
4 th-6 th & 187 & 59.7 & 69.3 \\
7 th-9 th & 94 & 30.0 & 99.4 \\ never & 2 & 0.6 & 100.0 \\ \hline Total & 313 & 100.0 & \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Frequency analysis of using a smartphone and/or tablet computer (tablets) during the last school year in class for the following 8 th- and 9 th-grade school subjects (N = 313, McDonald’s omega = 0.902). Results are presented as percentages and sorted by decreasing medians. \begin{table}
\begin{tabular}{c l c c c c c} \hline \hline
**Code** & **Claim** & **Mean** & **SD** & **Median** & **Mode** & **PCA** \\ \hline QUAL6 & Internet skills & 4.29 & 0.91 & 5 & 5 & 0.583 \\ QUAL7 & Motivation for schoolwork & 3.55 & 1.20 & 4 & 4. & 0.726 \\ QUAL1 & Quality of content knowledge & 3.50 & 1.05 & 4 & 4 & 0.797 \\ O5g & Social skills & 3.46 & 1.22 & 3 & 3 & 0.660 \\ QUAL4 & Scientific skills & 3.40 & 1.04 & 3 & 3 & 0.739 \\ QUAL5 & Insight and experience in the scientific method of work & 3.34 & 1.09 & 3 & 3 & 0.753 \\ QUAL8 & Practical skills & 3.26 & 1.17 & 3 & 3 & 0.652 \\ QUAL3 & Laboratory skills & 3.08 & 1.09 & 3 & 3 & 0.734 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Opinions about the influence of smartphones and tablets on quality of schoolwork (N = 313). Results are sorted by decreasing means.