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Technology-Focused Multitasking Self-Efficacy and Performance: Whether You Think You Can or Think You Can't -- You Can't

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Title: Technology-Focused Multitasking Self-Efficacy and Performance: Whether You Think You Can or Think You Can't -- You Can't
Language: English
Authors: Peter E. Doolittle (ORCID 0000-0002-4988-7074), Krista P. Wojdak (ORCID 0000-0002-7308-2540), C. Edward Watson, Dawn N. Adams, Gina Mariano
Source: Journal of the Scholarship of Teaching and Learning. 2024 24(2):33-45.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Task Analysis, Critical Incidents Method, Self Efficacy, Academic Achievement, Learning Processes, Technology Integration, Outcome Measures, Student Attitudes, Time Management, Difficulty Level, Executive Function
ISSN: 1527-9316
Abstract: Multitasking has been demonstrated to negatively impact performance across a wide range of tasks, including in the classroom, yet students continue to multitask. This study examined the relationship between college students' perceptions and performance of technology-based multitasking. Technology-based multitasking and self-efficacy data were collected and analyzed from 265 undergraduate students. Students engaged in a technology-based multitasking perceptions survey, a video + survey multitasking task or a video-only non-multitasking task, and a technology-based self-efficacy survey. An analysis of student perceptions indicated that students understood that different tasks required different levels of mental effort to complete successfully and that multitasking across high-mental effort tasks required greater effort than multitasking across low-mental effort tasks. In addition, students in the video + survey multitasking group significantly underperformed students in the video-only non-multitasking group. Finally, the relationship between technology-based multitasking and self-efficacy was addressed in a correlational analysis between student technology-based multitasking scores and technology-based self-efficacy scores, yielding no significant relationship. The study findings indicate that most students have an understanding and awareness of multitasking, but ultimately, whether they believed they could multitask or not, multitasking significantly impeded performance.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433161
Database: ERIC
FullText Links:
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  Data: Technology-Focused Multitasking Self-Efficacy and Performance: Whether You Think You Can or Think You Can't -- You Can't
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  Data: <searchLink fieldCode="AR" term="%22Peter+E%2E+Doolittle%22">Peter E. Doolittle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4988-7074">0000-0002-4988-7074</externalLink>)<br /><searchLink fieldCode="AR" term="%22Krista+P%2E+Wojdak%22">Krista P. Wojdak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7308-2540">0000-0002-7308-2540</externalLink>)<br /><searchLink fieldCode="AR" term="%22C%2E+Edward+Watson%22">C. Edward Watson</searchLink><br /><searchLink fieldCode="AR" term="%22Dawn+N%2E+Adams%22">Dawn N. Adams</searchLink><br /><searchLink fieldCode="AR" term="%22Gina+Mariano%22">Gina Mariano</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22"><i>Journal of the Scholarship of Teaching and Learning</i></searchLink>. 2024 24(2):33-45.
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
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  Data: Multitasking has been demonstrated to negatively impact performance across a wide range of tasks, including in the classroom, yet students continue to multitask. This study examined the relationship between college students' perceptions and performance of technology-based multitasking. Technology-based multitasking and self-efficacy data were collected and analyzed from 265 undergraduate students. Students engaged in a technology-based multitasking perceptions survey, a video + survey multitasking task or a video-only non-multitasking task, and a technology-based self-efficacy survey. An analysis of student perceptions indicated that students understood that different tasks required different levels of mental effort to complete successfully and that multitasking across high-mental effort tasks required greater effort than multitasking across low-mental effort tasks. In addition, students in the video + survey multitasking group significantly underperformed students in the video-only non-multitasking group. Finally, the relationship between technology-based multitasking and self-efficacy was addressed in a correlational analysis between student technology-based multitasking scores and technology-based self-efficacy scores, yielding no significant relationship. The study findings indicate that most students have an understanding and awareness of multitasking, but ultimately, whether they believed they could multitask or not, multitasking significantly impeded performance.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 33
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Task Analysis
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      – SubjectFull: Critical Incidents Method
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Learning Processes
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Time Management
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Executive Function
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      – TitleFull: Technology-Focused Multitasking Self-Efficacy and Performance: Whether You Think You Can or Think You Can't -- You Can't
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