Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning?

Wei, Fang-Yi Flora; Wang, Y. Ken; Klausner, Michael

doi:10.1080/03634523.2012.672755

Cited by 159 publications

(113 citation statements)

References 39 publications

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“…Foerde and Poldrack (2006) found people had a harder time learning new things when their brains were distracted by another activity. In classroom settings, Wei, Wang and Klausner (2012) found texting during class partially affected a students' ability to self-regulate their attention to classroom learning. In an earlier study, Wei and Wang (2010) noted college students' ability to text and perform other tasks simultaneously during class might become a habit over time.…”

Section: Alphanumeric Journalmentioning

confidence: 99%

Mobile Phones As Distracting Tools In The Classroom: College Students Perspective

Uğur¹,

Koç²

2015

Alphanumeric

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There are more than six billion users of cell phones worldwide. The need for people to connect with others frequently is apparent in our society. People use mobile phones everywhere and every time, to call and text friends, surf the web, visit social sites and attach themselves to their communication devices at all times. As the use of mobile phones has proliferated in academic settings in recent years, new challenges are faced by institutions of higher education and their faculties. Research indicates that increasing use of mobile phones by the students in the classroom causes a big distraction, although all of the college students have their own mobile phones and all of them regularly bring their devices to courses. The prevalence and inconvenient usage of mobile phones in colleges has prompted college administrators to create policies to manage mobile phone use during the school day. Also there is a lot of support for mobile phones to be banned from colleges, but such rules are not accepted or enforced in universities. Actually, college students must have the ability to consider the advantages and disadvantages of their behaviors. This study enlightens the situation about use and abuse of cell phones during courses. This paper presents the result of a study conducted on 300 college students from faculty of business administration at Sakarya University to gain a better understanding of the frequency and manner of cell phone use in college classrooms. Focusing on the use of text messaging during courses, students reported on their own and others' use of cell phones. The current research reveals that minority of the students use their smartphones during class time to enhance learning, such as using their smartphones as computers to look up relevant information pertaining to the lesson, as cameras to take pictures of information on the blackboard or screen, as calculators, and so forth. However, majority of the students use their smartphones during class time for personal use not related to learning. One of the most striking result of this study shows that majority of the students distract their classmates and they will continue to behave this way, unless the administrators take precautions. ÖzetDünya çapında 6 milyonu aşkın cep telefonu kullanıcısı bulunmaktadır. İnsanların sıkça birbirleriyle iletişim kurma ihtiyacı duyduğu gözlenmektedir. İnsanlar her zaman ve her yerde, arama yapmak, mesajlaşmak, internette dolaşmak, sosyal paylaşım sitelerini takip etmek amacıyla cep telefonu kullanmakta ve iletişim cihazları ile bütünleşik halde yaşamaktadır. Son yıllarda cep telefonlarının eğitim ortamlarında hızla çoğalmasıyla beraber yükseköğrenim kurumlarını ve fakülteleri zorlu bir durumla karşı karşıya bırakmıştır. Bu araştırmada, üniversite öğrencilerin sınıflarda cep telefonu kullanmasının dikkati büyük oranda dağıttığının, buna rağmen öğrencilerin tamamının cep telefonuna sahip olduğunun ve hepsinin cihazlarını ders esnasında da yanlarında taşıdığının altı çizilmektedir. Cep telefonlarının yaygın ve uyguns...

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Section: Alphanumeric Journalmentioning

confidence: 99%

Mobile Phones As Distracting Tools In The Classroom: College Students Perspective

Uğur¹,

Koç²

2015

Alphanumeric

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“…With regards to attention span, this study found out that, through attention span, multitasking negatively influences academic performance which also [21] observed. Furthermore, multitasking is often characterized by staying up late at night [22], which often positively correlates with lower levels of academic success [23].…”

Section: Discussionmentioning

confidence: 74%

“…It has been registered that individuals "engage in multitasking behaviour despite their metacognitive judgment about the performance costs [25] [26]. In contrast, [21]found that "self-regulated students were more likely to sustain their attention on classroom learning, and therefore less likely to text-message during class," i.e. self-regulated students are unlikely to multitask.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Studies show that a multitasking mind is one which is highly compromised: it juggles, divides, and sacrifices key mental faculties, often at the expense of proper information processing and encoding [19] [20]. Multitasking is known to impair attention [21]. Additionally, multitasking is often characterized by staying up late at night [22], which often positively correlates with lower levels of academic success [23].…”

Section: Literature Reviewmentioning

confidence: 99%

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Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

Jehopio¹,

Wesonga²,

Candia³

2017

IJCATR

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Numerous researches on information and communication technology (ICT)-induced multitasking among students document a number of unfavourable consequences, such as heightened distraction and less attention, hampered learning and hindered productivity at the expense of better academic performance. This study focused on the effect of information and communication technology induced multitasking on academic performance of university students in Uganda. To this end, primary data were collected during the month of May 2016 using stratified cluster sample design. A self-reported questionnaire was used to collect data from 312 students of Makerere University who participated in the study. Through structural equation modelling (SEM), it was demonstrated that ICT-induced multitasking does not affect academic performance directly but through self-regulation, attention span, emotional control and productivity focus. Nonetheless, multitasking does not always have negative consequences. To a majority of students, multitasking provides emotional satisfaction and enjoyment, which do correlate positively with good academic performance. Indeed, multitasking can be an effective use of time when well-regulated and an efficient tool in problem solving. Multitasking may only be indicative of the changing nature of norms. Traditionally, one was expected to give and receive undivided attention when talking in a face-to-face conversation with another; yet new norms are evolving for the networked society, such as responding to text messages promptly. To buffer the negative effect of ICT-induced multitasking on academic performance, one needs a facility with a good degree of self-regulation, attention span, emotional control and productivity focus.

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“…Self-regulation encompasses a broad set of techniques including but not limited to:the establishment of goals, thinking during, before and after reading,and self-reinforcement and self-monitoring techniques that can be grouped into internal (thinking to one's self) and external (manipulation of one's environment) categories (Mason, Meadan-Kaplansky, Hedin & Taft, 2013). In the classroom, research has shown that self-regulators text less in class and have more sustained attention (Wei, Wang & Klausner, 2012). It follows that students with better self-regulatory strategies would make wise decisions about if, when, and how to text during homework tasks outside the classroom as well.…”

Section: Self-regulation and Academic Performancementioning

confidence: 99%

Texting During Homework: The Millennial Generation’s Ability to Thrive Despite Constant Technological Interruptions

Gladfelter¹,

Friedman

2014

JPBS

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Texting is a popular mode of communication for the millennial generation, today's college students. Studies have shown that the majority of students text during class and that these interruptions negatively affect grades. Yet, students continue to believe they can multi-task --effectively balancing texting and coursework. Unfortunately, outside the classroom, students report even less regulation with their texting --checking and responding continuously, often for fear of being disconnected from those around them. Students who engage in self-regulatory strategies in the face of cell phone distractions have been found to better sustain attention and use effective behaviors to enhance cognitive learning in the classroom. In the current study, we examined whether these behaviors held outside a classroom environment by texting participants during a homework task. After controlling for self-regulatory skills and GPA, we foundthose who texted actually outperformed those who did not on cognitive skills (i.e., a reading quiz and essay), with the opposite effect found for grammar.

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Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning?

Cited by 159 publications

References 39 publications

Mobile Phones As Distracting Tools In The Classroom: College Students Perspective

Mobile Phones As Distracting Tools In The Classroom: College Students Perspective

Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

Texting During Homework: The Millennial Generation’s Ability to Thrive Despite Constant Technological Interruptions

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