Rethinking College Students' Self- Regulation and Sustained Attention: Does Text Messaging During Class Influence Cognitive Learning?
Abstract
This study investigated whether texting during class influences students' cognitive learning. A theoretical model was proposed to study the relationships among college students' self-regulation, texting during class, sustained attention to classroom learning, and cognitive learning (i.e., grade-oriented academic performance and experience-oriented cognitive learning). Using a cross-sectional survey sample (N=190), structural equation modeling...
Paper Details
Title
Rethinking College Students' Self- Regulation and Sustained Attention: Does Text Messaging During Class Influence Cognitive Learning?
Published Date
Jun 25, 2012
Journal
Volume
61
Issue
3
Pages
185 - 204
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