The digital revolution of over twenty years has shifted how society communicates and the cellphone has become the most popular communication tool among adolescents. Consequently, cellphone use in the 21st century has extended to the classroom, and many educators are overwhelmed by students' unauthorized cellphone use. Researchers suggested socio-psychological behaviors might help to understand the phenomenon. The problem addressed by this study was cellphone distraction in the classroom and academic disengagement. Connectivity theory and impulsiveness hypothesis were applied as the guiding principles in this research study. The purpose of this quantitative, quasi-experimental study was to test the association of cellphone distraction, impulsiveness, frequency of cellphone use, and attitude of cellphone policy among senior high school students 18 years and older in the Southwest, United States. Actual Power of 0.953 confidence interval estimate was obtained for an effect size N = 66. A Likert-type survey instrument was used to collect data and responses to Eysenck & Eysenck psychoticism scale questionnaire was used to predict individual impulsiveness. A cross-sectional study of a random sample was taken from the population and outcome and explanatory variables collected simultaneously. Data of N = 76 18-year-old participants were collected and multivariable method of statistical analysis to a group of binary responses was conducted. Binomial logistic regression was performed to test the research questions and hypotheses. Results showed a significant association between impulsivity and students' cellphone use in class for various reasons. Cellphone use was significantly associated with snapchat (p = 0.729). Females were 6.67 times more likely to agree than males to a no cellphone policy (p = 0.743). The findings extend the literature that suggests socio-emotional behaviors influence students' cellphone distraction in the classroom and impact grades. A recommendation might be to expand implementation of technologies in classrooms, including cellphone, as learning tools and continue to explore the value of connectivity as a theory that captures the essence of 21st century learners. Future research might test other socio-emotional factors and cellphone distraction to further substantiate the explanatory value of socio-emotional factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]