The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention
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 among students has been identified as contributing to lower academic achievement in a variety of settings...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2020-09-01
|
| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41239-020-00230-1 |
| _version_ | 1819039132541779968 |
|---|---|
| author | Kendall Hartley Lisa D. Bendixen Dan Gianoutsos Emily Shreve |
| author_facet | Kendall Hartley Lisa D. Bendixen Dan Gianoutsos Emily Shreve |
| author_sort | Kendall Hartley |
| collection | DOAJ |
| description | 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 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. |
| first_indexed | 2024-12-21T08:48:21Z |
| format | Article |
| id | doaj.art-3bdd9db282754166852da10054cb08ca |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-21T08:48:21Z |
| publishDate | 2020-09-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-3bdd9db282754166852da10054cb08ca2022-12-21T19:09:45ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402020-09-0117111410.1186/s41239-020-00230-1The smartphone in self-regulated learning and student success: clarifying relationships and testing an interventionKendall Hartley0Lisa D. Bendixen1Dan Gianoutsos2Emily Shreve3Department of Teaching and Learning, University of Nevada, Las VegasDepartment of Educational Psychology and Higher Education, University of Nevada, Las VegasAcademic Success Center, University of Nevada, Las VegasAcademic Success Center, University of Nevada, Las VegasAbstract 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.http://link.springer.com/article/10.1186/s41239-020-00230-1Self-regulated learningMetacognitionSmartphones and learningMobile learning |
| spellingShingle | Kendall Hartley Lisa D. Bendixen Dan Gianoutsos Emily Shreve The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention International Journal of Educational Technology in Higher Education Self-regulated learning Metacognition Smartphones and learning Mobile learning |
| title | The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention |
| title_full | The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention |
| title_fullStr | The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention |
| title_full_unstemmed | The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention |
| title_short | The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention |
| title_sort | smartphone in self regulated learning and student success clarifying relationships and testing an intervention |
| topic | Self-regulated learning Metacognition Smartphones and learning Mobile learning |
| url | http://link.springer.com/article/10.1186/s41239-020-00230-1 |
| work_keys_str_mv | AT kendallhartley thesmartphoneinselfregulatedlearningandstudentsuccessclarifyingrelationshipsandtestinganintervention AT lisadbendixen thesmartphoneinselfregulatedlearningandstudentsuccessclarifyingrelationshipsandtestinganintervention AT dangianoutsos thesmartphoneinselfregulatedlearningandstudentsuccessclarifyingrelationshipsandtestinganintervention AT emilyshreve thesmartphoneinselfregulatedlearningandstudentsuccessclarifyingrelationshipsandtestinganintervention AT kendallhartley smartphoneinselfregulatedlearningandstudentsuccessclarifyingrelationshipsandtestinganintervention AT lisadbendixen smartphoneinselfregulatedlearningandstudentsuccessclarifyingrelationshipsandtestinganintervention AT dangianoutsos smartphoneinselfregulatedlearningandstudentsuccessclarifyingrelationshipsandtestinganintervention AT emilyshreve smartphoneinselfregulatedlearningandstudentsuccessclarifyingrelationshipsandtestinganintervention |