Managing Student Digital Distraction in the College Classroom: A Self-Determination Theory Perspective
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| Title: | Managing Student Digital Distraction in the College Classroom: A Self-Determination Theory Perspective |
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| Language: | English |
| Authors: | Flanigan, Abraham E. (ORCID |
| Source: | Educational Psychology Review. Jun 2023 35(2). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, College Faculty, Handheld Devices, Telecommunications, Computer Mediated Communication, Laptop Computers, Attention Control, Classroom Techniques, Self Determination, Educational Theories, Evidence Based Practice, Prevention, Psychological Needs, Teacher Student Relationship, Student Behavior |
| DOI: | 10.1007/s10648-023-09780-y |
| ISSN: | 1040-726X 1573-336X |
| Abstract: | Undergraduate student misuse of mobile technology (e.g., smartphones, laptops, tablets) for non-class purposes (e.g., texting, scrolling social media, playing games) has become ubiquitous in college classrooms across the globe. In addition, research has suggested that these digital distractions can negatively impact learning and performance. The prevalence and negative consequences of student digital distraction in the classroom require college instructors to proactively regulate student use of digital devices to protect the integrity of the learning environment. The present article aims to provide college instructors with a framework of strategies to curb student digital distraction. Specifically, the present article draws from the tenets of Self-Determination Theory (SDT) to illustrate how and why common policies and strategies intended to curb student digital distraction can inadvertently threaten students' basic psychological needs for autonomy, competence, and relatedness in the classroom and, subsequently, alienate students against instructors. The article concludes by presenting evidence-based digital distraction prevention strategies that can buffer against student digital distraction without threatening students' basic psychological needs or alienating students against their instructors. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1378656 |
| Database: | ERIC |
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| Abstract: | Undergraduate student misuse of mobile technology (e.g., smartphones, laptops, tablets) for non-class purposes (e.g., texting, scrolling social media, playing games) has become ubiquitous in college classrooms across the globe. In addition, research has suggested that these digital distractions can negatively impact learning and performance. The prevalence and negative consequences of student digital distraction in the classroom require college instructors to proactively regulate student use of digital devices to protect the integrity of the learning environment. The present article aims to provide college instructors with a framework of strategies to curb student digital distraction. Specifically, the present article draws from the tenets of Self-Determination Theory (SDT) to illustrate how and why common policies and strategies intended to curb student digital distraction can inadvertently threaten students' basic psychological needs for autonomy, competence, and relatedness in the classroom and, subsequently, alienate students against instructors. The article concludes by presenting evidence-based digital distraction prevention strategies that can buffer against student digital distraction without threatening students' basic psychological needs or alienating students against their instructors. |
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| ISSN: | 1040-726X 1573-336X |
| DOI: | 10.1007/s10648-023-09780-y |
