The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention

International Journal of Educational Technology in Higher Education

Dan Gianoutsos¹  Emily Shreve¹  Lisa D. Bendixen²  Kendall Hartley³ 

[1] Academic Success Center, University of Nevada, Las Vegas, Las Vegas, NV, USA;Department of Educational Psychology and Higher Education, University of Nevada, Las Vegas, Las Vegas, NV, USA;Department of Teaching and Learning, University of Nevada, Las Vegas, Box #453005, 4505 S. Maryland Parkway, 89154-3005, Las Vegas, NV, USA;

关键词: Self-regulated learning;    Metacognition;    Smartphones and learning;    Mobile learning;   

DOI  :  10.1186/s41239-020-00230-1

来源: Springer

【 摘 要 】

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 among students has been identified as contributing to lower academic achievement in a variety of settings. What is unclear is how smartphone usage contributes to lower outcomes. This study surveyed participants’ self-regulated learning skills and smartphone usage at the beginning and end of the term for first semester undergraduates. A regression analysis demonstrated that when controlling for prior achievement, general SRL measures had a positive impact on first semester achievement. Smartphone related SRL did not have a direct 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, awareness and attention strategies or career planning guidance (control). A regression analysis of the brief intervention resulted in modest gains in SRL but did not influence achievement.

【 授权许可】

CC BY