Gender Differences in Multitasking Tendency and Multitasking Performance in Online Courses: A Multigroup Structural Equation Modeling Analysis (Poster 35)

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Looking at Online Learning From Various Perspectives, Methodologies, and Contexts

Abstract

Students’ attitudes and preferences towards multitasking are significant determinants in their later multitasking behaviors. Yet, this relationship has not been clarified as to whether it is stable across gender groups, especially within online learning contexts. This study sought to examine the relationship between multitasking tendency and multitasking performance in online courses across gender groups. Survey data were collected from a sample of 269 undergraduate students at a large, public university. Multi-group structural equation modeling (SEM) analyses indicated that students in online courses with a higher multitasking tendency engage more in multitasking performance. Of greater interest, the results suggested that multitasking tendency had a greater effect on male students’ multitasking performance, while no significant effect was found for female students.

Authors

• Ahlam Alghamdi, Kent State University

• Aryn C. Karpinski, Kent State University

• Andrew Lepp, Kent State University

• Jacob Barkley, Kent State University