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Linking Students' Digital Distractions to Instructors' Negative Pedagogical Behaviors through the Perspective of Social Exchange Theory

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Title: Linking Students' Digital Distractions to Instructors' Negative Pedagogical Behaviors through the Perspective of Social Exchange Theory
Language: English
Authors: Xiaochuan Jiang, Jianfeng Yang (ORCID 0000-0001-9851-7523), Simin Guan, Ziyi Zhu, Yanhui Hou, Chao Xu
Source: Asia-Pacific Education Researcher. 2025 34(6):2099-2107.
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
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Behavior, Attention Control, Student Behavior, Teacher Attitudes, Teacher Student Relationship, Influence of Technology
DOI: 10.1007/s40299-025-01017-6
ISSN: 0119-5646
2243-7908
Abstract: This study examines how students' digital distractions relate to instructors' negative pedagogical behaviors, such as withdrawal and punitive grading, through the perspective of social exchange theory. This study involved 549 instructors who completed self-report questionnaires. Confirmatory factor analysis and structural equation modeling were used to confirm the validity of the scales and exam the conceptual model. Results show that instructors' disappointment mediates the link between students' digital distractions and instructors' negative pedagogical behaviors. Moreover, instructors' promotion focus weakens this relationship by reducing instructors' disappointment. This study broadens the scope of research on digital distractions by shifting the focus from students to instructors. Additionally, it highlights the potential negative impact of students' digital distractions on instructors' pedagogical behaviors, offering practical suggestions to mitigate digital distractions and their adverse effects on instructors' behavior.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493857
Database: ERIC
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  Data: 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/
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  Data: This study examines how students' digital distractions relate to instructors' negative pedagogical behaviors, such as withdrawal and punitive grading, through the perspective of social exchange theory. This study involved 549 instructors who completed self-report questionnaires. Confirmatory factor analysis and structural equation modeling were used to confirm the validity of the scales and exam the conceptual model. Results show that instructors' disappointment mediates the link between students' digital distractions and instructors' negative pedagogical behaviors. Moreover, instructors' promotion focus weakens this relationship by reducing instructors' disappointment. This study broadens the scope of research on digital distractions by shifting the focus from students to instructors. Additionally, it highlights the potential negative impact of students' digital distractions on instructors' pedagogical behaviors, offering practical suggestions to mitigate digital distractions and their adverse effects on instructors' behavior.
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