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This study investigates smartphone addiction prevalence among Tunisian middle school students and its associations with sleep quality, fatigue, cognitive functioning, and academic achievement. Using structured interviews, we collected demographic data, grade point averages, and phone usage details from 1015 students aged 14-16. Participants also completed the smartphone addiction scale: short version (SAS-SV), fatigue assessment scale (FAS), Pittsburgh sleep quality index (PSQI), and cognitive failures questionnaire (CFQ). The results categorized 85.1% as "normal smartphone users" (NSUs) and 14.9% as "problematic smartphone users" (PSUs). Troublingly, higher SAS-SV scores correlated with poorer sleep quality, increased fatigue, and impaired cognitive functioning. Lower academic achievement was also associated with elevated SAS-SV scores. Though the percentage of addicted students seems modest, addressing smartphone addiction in Tunisian middle schools is crucial due to its associations with various psycho-physiological and cognitive impairments, underscoring the need for intervention strategies.

The objective of this study was to investigate how the gender and school level factors relate to disruptive behaviors during physical education (PE) classes in Tunisian schools. The study sample consisted of 632 Tunisian students aged 12-19 years, with 43.2% of them being boys and 56.8% girls. Among the participants, 64.9% were middle school students, while 33.1% were secondary school students. Self-reported data was collected using the 20-item "Physical Education Classroom Instrument." Data was analyzed for a potential "Disruptive behavior × Gender" association, as well as a "Disruptive behavior × School level" association using the Pearson Chi-square (X[superscript 2]) test. The key findings signaled that boys were more likely than girls to behave aggressively, distract/disturb others, and demonstrate poor self-management during PE classes. On the other hand, secondary school students are less likely than middle school students to behave aggressively and irresponsibly, disobey directions, distract others, and demonstrate poor self-management. These findings suggest associations between gender and school level with disruptive behaviors among Tunisian students during PE classes. By recognizing these associations, educators and policymakers can develop targeted interventions and strategies to effectively manage and mitigate disruptive behaviors in Tunisian PE settings.