The Impact of Digital Distraction and Attentional Self-Efficacy on Self-Regulated Studying: A Qualitative Exploration (Poster 4)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Educational Psychology Poster Session

Abstract

This follow-up study seeks to explore college students' self-efficacy for focused attention while studying amidst digital distractions. Building on previous research using the Smartphone and Learning Inventory (SALI), this work seeks to investigate how students perceive the ability to control attention and use self-regulated learning (SRL) strategies to avoid digital distractions and media multitasking. SRL theory provides a context to examine cognitive control of attention and cognitive resource management for learning. Open-ended text responses will be collected from college students and analyzed thematically, providing deeper insights into the impact of attentional self-efficacy on SRL. Findings will have implications for educational psychology and teaching, especially in developing strategies to enhance attentional self-efficacy among students.

Author

• Bridget K. Daleiden, University of Nevada - Las Vegas