The Role of Self-Regulation in Experiences of Digital Distraction in College Classrooms

Abstract

The chapter investigates digital distraction in college classrooms from the perspective of self-regulation theory. To this end, the chapter commences with a brief analysis of the distinction between behavioural and cognitive shifts in attention, the role of intentionality in digital distraction, and the concept of online vigilance. Thereafter the general premises of self-regulation theory are described, and prominent theoretical models that have emerged in this domain are briefly outlined. Two models deemed particularly applicable to digital distraction are selected from these. The first is the value-based choice model which frames self-regulation as a process of deliberative decision-making which foregoes action taking. The second is the process model which emphasises the strategies individuals employ to prevent goal conflict. Both models are described before being applied as interpretive lenses to analyse key findings from empirical studies of digital distraction.

Connect to Disconnect: Insights from an Online Community for Digital Disconnection

“…Situation modification strategies are those that attempt to minimise the extent to which a temptation occurs. Extending research highlighting the strategies used in educational settings (le Roux &Parry, 2022), these practices typically involved restricting access to apps/websites deemed particularly harmful or distracting using various digital self-control tools. A common scenario involved using these tools to disconnect from distracting media, whilst retaining the ability to carry out work-tasks on the same device.…”