Combating the Motivational Interference Potential of Technological Distractions During Academic Tasks: The Role of Academic Delay of Gratification

The presence of technological distractions during homework and study diminishes students’ ability to self-regulate effectively, a phenomenon known as motivational interference. To date, no studies have explored the relationship between college students’ delay of gratification tendencies and motivational interference. Do students with greater delay of gratification tendencies experience less motivational interference from a potential distraction? The present study explored this question by comparing students’ academic delay of gratification tendencies with their experiences of motivational interference. Participants self-reported their delay of gratification tendencies then completed an academic task while confronted with a computer distractor. Afterward, participants self-reported their motivational interference scores. Regression analyses indicated that delay of gratification scores did not predict motivational interference scores. However, students self-reported encountering numerous technological distractions and employing self-regulation strategies as they work on homework or study outside the classroom. Self-report responses supported prior research related to the number of technological distractions that students encounter outside of the classroom and suggest that university students often study or complete homework in the presence of distractions. Adviser: Kenneth A. Kiewr

The Impact of Student Digital Distraction on Learning and Student-Instructor Rapport

Presentation given at the Scholarly Consortium for Innovative Psychology in Education, Savannah, GA

How Instructional Design, Academic Motivation, and Self-Regulated Learning Tendencies Contribute to Cyber-Slacking

Today’s traditional-aged college students spend several hours each day using their smart phones, iPads, and laptops. Although scholars initially believed these students—commonly referred to as the Net Generation—would leverage their nearly unlimited access to technology for professional and academic betterment, research suggests otherwise. Instead of using mobile technology as tools for success, college students frequently use mobile phones and laptops for off-task purposes while attending classroom lectures or doing schoolwork outside of class—a phenomenon known as cyber-slacking. Although much is known about the frequency, causes, and consequences of cyber-slacking, important gaps in the literature exist. The purpose of this dissertation was to understand the factors associated with classroom cyber-slacking. First, although college students have frequently self-reported a reduction in classroom cyber-slacking when instructors provide active learning experiences, no known studies have tested this relationship. Therefore, this dissertation included a quasi-experimental study that compared the live classroom cyber-slacking behaviors of college students who attended actively and passively presented lectures. Second, little is known about how academic motivation and self-regulation of learning tendencies relate to classroom cyber-slacking. Therefore, this dissertation surveyed college students about their academic motivation, self-regulation tendencies, and cyber-slacking behaviors to examine the linkages among these constructs. Findings from the present studies reinforce the notion that cyber-slacking is commonplace in college classrooms and negatively influences student attention and learning. Although instructional design did not influence cyber-slacking behaviors, student interest in course content and perceptions of the instrumentality of course content for achieving their academic or professional goals were identified as cyber-slacking catalysts. Moreover, the present research indicated that students who lack academic motivation or who are poor self-regulators of their own learning processes are especially vulnerable to cyber-slacking’s temptation

Checking comprehension in online classes

Work published in SSRL SIG Summer 2020 Newsletter

Research, Vision, and Pieces of Advice

Work published in Studying and Self-Regulated Learning Special Interest Group, American Educational Research Association

How Instructional Design, Academic Motivation, and Self-Regulated Learning Tendencies Contribute to Cyber-Slacking

Today’s traditional-aged college students spend several hours each day using their smart phones, iPads, and laptops. Although scholars initially believed these students—commonly referred to as the Net Generation—would leverage their nearly unlimited access to technology for professional and academic betterment, research suggests otherwise. Instead of using mobile technology as tools for success, college students frequently use mobile phones and laptops for off-task purposes while attending classroom lectures or doing schoolwork outside of class—a phenomenon known as cyber-slacking. Although much is known about the frequency, causes, and consequences of cyber-slacking, important gaps in the literature exist. The purpose of this dissertation was to understand the factors associated with classroom cyber-slacking. First, although college students have frequently self-reported a reduction in classroom cyber-slacking when instructors provide active learning experiences, no known studies have tested this relationship. Therefore, this dissertation included a quasi-experimental study that compared the live classroom cyber-slacking behaviors of college students who attended actively and passively presented lectures. Second, little is known about how academic motivation and self-regulation of learning tendencies relate to classroom cyber-slacking. Therefore, this dissertation surveyed college students about their academic motivation, self-regulation tendencies, and cyber-slacking behaviors to examine the linkages among these constructs. Findings from the present studies reinforce the notion that cyber-slacking is commonplace in college classrooms and negatively influences student attention and learning. Although instructional design did not influence cyber-slacking behaviors, student interest in course content and perceptions of the instrumentality of course content for achieving their academic or professional goals were identified as cyber-slacking catalysts. Moreover, the present research indicated that students who lack academic motivation or who are poor self-regulators of their own learning processes are especially vulnerable to cyber-slacking’s temptation

Student-instructor Rapport: A Program of Research

Presentation delivered as part of the Brownbag Series within the College of Education, Georgia Southern University

Preventative Techniques to Curb Bullying

Work published in Studying and Self-Regulated Learning SIG – Times Magazine (October 2020)

Impact of Digital Distraction on Lecture Note Taking and Student Learning

Laptop computers allow students to type lecture notes instead of relying on the traditional longhand (i.e. paper–pencil) method. The present research compared laptop and longhand note-taking methods by investigating how the quality (i.e. complete versus incomplete idea units) and quantity (i.e. total words and total idea units) of typed and handwritten notes differed when students did or did not reply to text messages during a simulated lecture. Accounting for the presence of text messaging while participants took notes situated the present study within the reality facing many students in today’s digital age. Findings indicated that a considerable proportion of the idea units captured in participants’ notes were incomplete, regardless of note-taking method or exposure to distraction during the simulated lecture. However, only the total number of complete idea units stored in student notes meaningfully predicted lecture learning. Furthermore, the presence of digital distraction was particularly disruptive to the quality and quantity of laptop users’ lecture notes relative to longhand note takers. Finally, digital distraction emerged as a more meaningful predictor of lecture learning than note-taking method. Recommendations for improving the quality of student lecture notes are discussed and avenues for future research into note-taking completeness and the interplay between digital distraction and note-taking method are proposed

Do Distracted Students Take Incomplete Notes and Learn Less?

Presentation given at 22nd Annual International Conference on Education, Athens, Greece