Smartphone Use and the Self-Regulated Learner: Relationships Between Type of Use and Metacognitive Factors

• In Event: Technology and Learning Environments

Abstract

The purpose of this study is to investigate the relationships between self-regulated learning skills and the use of the smartphone in relation to studying. The metacognitive factors regulation, knowledge, and management of cognition were compared to the smartphone practices multitasking, avoiding distractions, and mindful use. Undergraduates (n=227) completed an online survey of metacognitive factors and common phone practices. The results support the predictions that some metacognitive skills are negatively correlated with multitasking while studying and all are positively correlated with distraction avoidance and mindful use. The management of cognition factor, accounted for the largest proportion of variance for multitasking and avoiding distractions. Regulation of cognition accounted for the largest share of variance for the mindful use.

Authors

• Kendall Hartley, University of Nevada - Las Vegas

• Lisa D. Bendixen, University of Nevada - Las Vegas

• Emily Shreve, University of Nevada - Las Vegas

• Dan James Gianoutsos, University of Nevada - Las Vegas

• Lori J. Olafson, University of Nevada - Las Vegas