The Smartphone in Self-Regulated Learning and Student Success: Clarifying Relationships and Testing an Intervention

• In Event: Perception, Motivation, and Self-Regulated Learning

Abstract

This two-part observational and intervention study addressed the role of the smartphone in self-regulated learning (SRL) and student success as measured by achievement. Smartphone usage has been associated with lower academic achievement. This study surveyed undergraduates’ self-regulated learning skills and smartphone usage at the beginning and end of the term. A regression analysis demonstrated that when controlling for prior achievement, general SRL measures had a positive impact on achievement. The second part of the study evaluated the efficacy of a brief intervention to ameliorate factors contributing to lower achievement. Students were presented with either SRL strategies, attention strategies or career planning guidance (control). A regression analysis of the brief intervention indicated modest gains in SRL but did not influence achievement.

Authors

• Kendall Hartley, University of Nevada - Las Vegas

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

• Dan James Gianoutsos, University of Nevada - Las Vegas

• Emily Shreve, University of Nevada - Las Vegas