The present study aimed to explain the causal relationships between academic engagement based on phubbing with the mediation of executive functions and academic boredom. The research method was correlational. The statistical population of the study included 38643 female high school students of Hamadan Province who were studying in the academic year 1403-1404. The statistical sample of the study was 100 female students in the seventh, eighth, and ninth grades who were selected by Multistage random sampling method and were examined with the scales of academic engagement, academic boredom, phubbing and executive functions. Descriptive statistics, Sobel test and Structural Equation Model (SEM) based on partial least squares were used in data analysis SPSS 26 and Smart PLS3 software. The findings showed that phubbing has a direct effect on academic engagement, executive functions and academic boredom and the indirect effect of phubbing on academic engagement was confirmed through the mediation of executive functions. However, the indirect effect of phubbing on academic engagement through the mediation of academic boredom was not confirmed. The results of the study showed that today, with the ease of access of students to smart devices and the formation of the phubbing phenomenon, their executive functions are damaged, which can have a negative effect on their level of engagement in school assignments; Given that smart devices have become a part of people's lives, especially students, it is better to consider solutions for the correct management of these devices and the consequences of their excessive use.