Managing Student Digital Distraction in the College Classroom: A Self-Determination Theory Perspective

Autor/inn/en	Flanigan, Abraham E.; Brady, Anna C.; Dai, Yan; Ray, Emily
Titel	Managing Student Digital Distraction in the College Classroom: A Self-Determination Theory Perspective
Quelle	In: Educational Psychology Review, 35 (2023) 2, Artikel 60Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flanigan, Abraham E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09780-y
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Fakultät; Telekommunikationstechnik; Computerkonferenz; Laptop computer; Laptop; Computer; Digitalrechner; Aufmerksamkeitstest; Klassenführung; Selbstbestimmung; Educational theory; Theory of education; Bildungstheorie; Prävention; Vorbeugung; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01