The Smartphone in Self-Regulated Learning and Student Success: Clarifying Relationships and Testing an Intervention

Autor/inn/en	Hartley, Kendall; Bendixen, Lisa D.; Gianoutsos, Dan; Shreve, Emily
Titel	The Smartphone in Self-Regulated Learning and Student Success: Clarifying Relationships and Testing an Intervention
Quelle	In: International Journal of Educational Technology in Higher Education, 17 (2020), Artikel 52 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hartley, Kendall) ORCID (Bendixen, Lisa D.) ORCID (Gianoutsos, Dan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-020-00230-1
Schlagwörter	Handheld Devices; Electronic Learning; Self Management; Learning Strategies; Intervention; Academic Achievement; College Freshmen; Program Effectiveness + Suchen Sie Ihr Suchwort? Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Studienanfänger
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. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01