اثربخشی آموزش مهارت‌های خودگردانی بر حواس‌پرتی دیجیتالی و مشارکت تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی تربیتی، دانشگاه یاسوج، یاسوج، ایران

2 دانشیار گروه روانشناسی، دانشکده علوم انسانی، دانشگاه یاسوج، یاسوج، ایران

3 استادیار گروه روانشناسی، دانشکده علوم انسانی، دانشگاه یاسوج، یاسوج، ایران

چکیده

هدف: پژوهش حاضر با هدف اثربخشی آموزش مهارت‌های خودگردانی بر حواس‌پرتی دیجیتالی و مشارکت تحصیلی دانشجویان دانشگاه آزاد شهرستان لردگان انجام شد.
روش: پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل نابرابر بود. جامعه آماری پژوهش شامل کلیه دانشجویان شهرستان لردگان در سال تحصیلی 1402-1401 بودند که تعداد 60 نفر به روش خوشه‌ای چندمرحله‌ای انتخاب و به‌صورت تصادفی در دو گروه آزمایش و کنترل (هر گروه 30 نفر) گمارده شدند. به‌منظور سنجش متغیرهای مورد پژوهش از پرسشنامه حواس‌پرتی دیجیتالی سام‌گاندار (2014) و پرسشنامه مشارکت تحصیلی ریو (2013) استفاده شد. پس از انجام پیش‌آزمون آزمودنی‌های گروه آزمایش تحت 10 جلسه آموزش مهارت‌های خودگردانی قرار گرفتند و گروه کنترل، آموزشی در این زمینه دریافت نکردند. سپس هر دو گروه مجدد با پس‌آزمون مورد ارزیابی قرار گرفتند. تحلیل داده‌ها‌ نیز با استفاده از روش تحلیل کوواریانس (آنکوا) و نرم‌افزار SPSS انجام شد.
یافته­‌ها: نتایج پژوهش نشان داد نمرات پس‌آزمون حواس‌پرتی دیجیتالی (619/798F= ،01/0P<) و مشارکت تحصیلی (018/224F= ،01/0P<)، در دو گروه آزمایش و کنترل تفاوت معنی­دار داشت.
نتیجه­‌گیری: طبق یافته‌ها می‌توان نتیجه گرفت که آموزش مهارت‌های خودگردانی حواس‌پرتی دیجیتالی را کاهش می‌دهد و باعث افزایش مشارکت تحصیلی می‌شود؛ بنابراین بر اساس این نتایج پیشنهاد می‌شود سیستم‌های آموزشی از این آموزش‌ها در جهت کاهش حواس‌پرتی دیجیتالی دانشجویان درگیر و همچنین جهت بالا بردن سطح مشارکت تحصیلی استفاده کنند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Self-Regulation Skills Training on Digital Distraction and Academic Engagement

نویسندگان [English]

  • Maryam Karimi 1
  • Fariborz Nikdel 2
  • Nasser Noshadi 3
1 Master of Educational Psychology, Yasouj University, Yasouj, Iran
2 Associate Professor, Department of Psychology, Faculty of Humanities, Yasouj University, Yasouj, Iran
3 Assistant Professor, Department of Psychology, Faculty of Humanities, Yasouj University, Yasouj, Iran
چکیده [English]

Objective: The aim of this study is to investigate the effectiveness of self-regulation skills training on digital distraction and academic engagement among students.
Method: The research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the study included all students of Lordegan city during the academic year 2022. 60 students were selected using a multi-stage cluster sampling method and randomly assigned to two groups: an experimental group and a control group, with 30 participants in each group. In order to measure the research variables, Goundar's Digital Distraction Questionnaire (2014) and Reeve's Academic Engagement Questionnaire (2013) were used. After the pre-test, the subjects in the experimental group underwent 10 sessions of self-regulation skills training, and the control group did not receive any training. Then both groups were reevaluated with a post-test. Data analysis was also done by using ANCOVA.
Results: The results showed that there was a significant difference in the post-test score of digital distraction (F= 798.62, P<0.01) and academic engagement (F= 224.018, P<0.01) between the experimental and control groups.
Conclusions: According to the findings, it can be concluded that teaching self-regulation skills reduces digital distraction and increases academic engagement.

کلیدواژه‌ها [English]

  • Self-regulation
  • Digital Distraction
  • Academic Engagement
Al-Furaih, S. A., & Al-Awidi, H. M. (2021). Fear of missing out (FoMO) among undergraduate students in relation to attention distraction and learning disengagement in lectures. Education and Information Technologies, 26(2), 2355-2373. https://doi.org/10.1007/s10639-020-10361-7
Anthonysamy, L., Choo, K. A., & Hin, H. S. (2020). Self-regulation Strategic Framework for minimizing distraction in digital society. In Journal of Physics: Conference Series (Vol. 1529, No. 5, p.052027). IOP Publishing. https://doi.org/10.1088/1742-6596/1529/5/052027
Barton, B. A., Adams, K. S., Browne, B. L., & Arrastia-Chisholm, M. C. (2021). The effects of social media usage on attention, motivation, and academic performance. Active Learning in Higher Education, 22(1), 11-22. https://doi.org/10.1177/14697874187828
Bauer, L. B. (2018). A necessary addiction: Student conceptualizations of technology and its impact on teaching and learning. Journal of College Reading and Learning, 48(1), 67-81. https://doi.org/10.1080/10790195.2017.1365668
BENCHEA, L. (2021). Analysis on the relationship between internet use and students’ academic engagement. Journal of e-Learning and higher education, vol 2021, page 10, https://doi.org/10.5171/2021.237803.
Bjornsen, C. A., & Archer, K. J. (2015). Relations between college students’ cell phone use during class and grades. Scholarship of Teaching and Learning in Psychology, 1(4), 326. https://doi.org/10.1037/stl0000045
Brady, A. C., Kim, Y. E., & von Spiegel, J. (2022). Learning in the face of digital distractions: empowering students to practice self-regulated learning. In digital distractions in the college classroom (pp. 120-142). IGI Global, 23. https://doi.org/10.4018/978-1-7998-9243-4.ch006
Büchele, S. (2021). Evaluating the link between attendance and performance in higher education: the role of classroom engagement dimensions. Assessment & Evaluation in Higher Education, 46(1), 132-150. https://doi.org/10.1080/02602938.2020.1754330
Demirbilek, M., & Talan, T. (2018). The effect of social media multitasking on classroom performance. Active Learning in Higher Education, 19(2), 117-129. https://doi.org/10.1177/1469787417721382
Dinsmore, D. L., Fryer, L. K., & Parkinson, M. M. (Eds.). (2020). Handbook of Strategies and Strategic Processing. Routledge.
Eggers, J. H., Oostdam, R., & Voogt, J. (2021). Self-regulation strategies in blended learning environments in higher education: A systematic review. Australasian Journal of educational technology, 175-192. https://doi.org/10.14742/ajet.6453
Eisenring, M. A. A., & Margana, M. (2019). The importance of teacher–students interaction in communicative language teaching (Clt). Prasasti: Journal of linguistics, 4(1), 46-54. https://doi.org/10.20961/prasasti.v4i1.17052
Fadelelmoula, T. (2018). The impact of class attendance on student performance. International Research Journal of Medicine and Medical Sciences, 6(2), 47-49. https://doi.org/10.30918/IRJMMS.62.18.021
Flanigan, A. E., & Babchuk, W. A. (2020). Digital distraction in the classroom: exploring instructor perceptions and reactions. Teaching in Higher Education, 1-19.  https://doi.org/10.1080/13562517.2020.1724937
Flanigan, A. E., & Titsworth, S. (2020). The impact of digital distraction on lecture note taking and student learning. Instructional Science, 48(5), 495-524. https://doi.org/10.1007/s11251-020-09517-2 
Flanigan, A., & Kim, J. H. (2021). Curbing Student Digital Distraction With Non-Traditional Teaching Strategies. In Handbook of Research on Innovations in Non-Traditional Educational Practices (pp. 174-196). IGI Global. https://doi.org/10.4018/978-1-7998-4360-3.ch009
Flanigan, A. E. (2018). How instructional design, academic motivation, and self-regulated learning tendencies contribute to cyber-slacking. The University of Nebraska-Lincoln.
Fouladvand, K., Soltani, M., Fathi Ashtiani, A., & Soaee, Z. (2012). Psychometric Properties of Tinio’s Academic Engagement Scale. Quarterly of Educational Measurement, 2(8), 155-182. [In Persian]
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Glass, A. L., & Kang, M. (2019). Dividing attention in the classroom reduces exam performance. Educational Psychology, 39(3), 395-408. https://doi.org/10.1080/01443410.2018.1489046
Goundar, S. (2014). The distraction of technology in the classroom. Journal of Education & Human Development, 3(1), 211-229.
Hartley, K. (2022). Smartphone-induced digital distractions: Using social cognitive theory and self-regulated learning to frame the challenge. In Digital Distractions in the College Classroom (pp. 189-203). IGI Global. https://doi.org/10.4018/978-1-7998-9243-4.ch009
Hirt, C. N., Karlen, Y., Merki, K. M., & Suter, F. (2021). What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task. Learning and Individual Differences, 92, 102085. https://doi.org/10.1016/j.lindif.2021.102085
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: a systematic review of 20 years of research methods and definitions. Language Teaching Research, 13621688211001289. https://doi.org/10.1177/13621688211001289
Jones, B. D., & Carter, D. (2019). Relationships between students’ course perceptions, engagement, and learning. Social Psychology of Education, 22(4), 819-839. https://doi.org/10.1007/s11218-019-09500-x
Kilis, S., & Yıldırım, Z. (2018). Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation. Computers & Education, 126, 53-64. https://doi.org/10.1016/j.compedu.2018.06.032
Kim, I., Kim, R., Kim, H., Kim, D., Han, K., Lee, P. H., ... & Lee, U. (2019). Understanding smartphone usage in college classrooms: A long-term measurement study. Computers & Education, 141, 103611. https://doi.org/10.1016/j.compedu.2019.103611
Kuznekoff, J. H., Munz, S., & Titsworth, S. (2015). Mobile phones in the classroom: Examining the effects of texting, Twitter, and message content on student learning. Communication Education, 64(3), 344-365. https://doi.org/10.1080/03634523.2015.1038727
Lavasani, M., Ejei, M., & Davoodi, M. (2013). The effectiveness of self-regulation learing strategies training on the self-regulation skills, academic engagement and test anxiety. Journal Psychology, 16(2), 162-9. [In Persian]
le Roux, D. B., & Parry, D. A. (2021). Off-task media use in academic settings: cycles of self-regulation failure. Journal of American College Health, 69(2), 134-141. https://doi.org/10.1080/07448481.2019.1656636
le Roux, D. B., & Parry, D. A. (2022). The Role of Self-Regulation in Experiences of Digital Distraction in College Classrooms. In Digital Distractions in the College Classroom (pp. 92-119). IGI Global. https://doi.org/10.4018/978-1-7998-9243-4.ch005
Malikpour Lepari, Kamran, & Bakhtiari Renani. (2022). Investigating the Mediating Role of Resilience and Academic self-efficacy in the Causal Model of the Effect of Teacher-Student Interaction on Students’ Academic Engagement. Biquarterly Journal of Cognitive Strategies in Learning, 10(19), 311-337. [In Persian] https://doi.org/10.22084/j.psychogy.2022.25646.2427
McCabe, J. (2011). Metacognitive awareness of learning strategies in undergraduates. Memory & cognition, 39(3), 462-476. https://doi.org/10.3758/s13421-010-0035-2
McCoy, B. (2020). Gen Z and digital distractions in the classroom: Student classroom use of digital devices for non-class related purposes. Journal of Medical Education, 11(2), 5-23. https://en.calameo.com/read/0000917898a07ac2096e4
McCoy, B. R. (2016). Digital distractions in the classroom phase II: Student classroom use of digital devices for non-class related purposes.
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.
Mendoza, J. S., Pody, B. C., Lee, S., Kim, M., & McDonough, I. M. (2018). The effect of cellphones on attention and learning: The influences of time, distraction, and nomophobia. Computers in Human Behavior, 86, 52-60. https://doi.org/10.1016/j.chb.2018.04.027
Moiinvaziri, M. (2018). Exploring the role of self-regulatory capacity in vocabulary learning of Iranian EFL learners. Research in English Language Pedagogy, 6(2), 241-256. https://doi.org/10.30486/relp.2018.542584
Moore, S., Armstrong, C., & Pearson, J. (2008). Lecture absenteeism among students in higher education: A valuable route to understanding student motivation. Journal of Higher Education Policy and Management, 30(1), 15-24. https://doi.org/10.1080/13600800701457848
Morovvati, Z., & Yoosefi Afrashteh, M. (2019). Mediating role of academic self-efficacy between self-regulatory learning strategies with academic engagement in undergraduate students of medical and paramedical sciences. Education Strategies in Medical Sciences, 12(4), 147-157. [In Persian]
Parry, D. A., le Roux, D. B., & Cornelissen, L. A. (2020). Managing in-lecture media use: the feasibility and value of a split-class policy. Journal of Computing in Higher Education, 32, 261-281. https://doi.org/10.1007/s12528-019-09232-z
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational psychology review, 16, 385-407. https://doi.org/10.1007/s10648-004-0006-x
Pirāni, Ā., Yārahmadi, Y., Ahmadiān, H., & Pirāni, Z. (2018). Structural model of academic engagement based on the achievement and self-regulation goals by the mediating role of educational motivation in the second-cycle secondary school female students of the city of Ilām. Educational Innovations, 17(3), 149-172. [In Persian]
Ramazani, M., & Khamesan, A. (2017). Psychometric characteristics of Reeve’s academic engagement questionnaire 2013: with the introduction of the Agentic Engagement. Quarterly of Educational Measurement, 8(29), 185-204. [In Persian]
Ramazāni, M., Khāmesan, A., & Rāstgoumoghadam, M. (2019). The relationship between the perceived social support from teacher and academic engagement: The mediating role of academic self-regulation. Educational Innovations, 17(4), 107-124. [In Persian]
Ravizza, S. M., Hambrick, D. Z., & Fenn, K. M. (2014). Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability. Computers & Education, 78, 109-114. https://doi.org/10.1016/j.compedu.2014.05.007
Rozgonjuk, D., Kattago, M., & Täht, K. (2018). Social media use in lectures mediates the relationship between procrastination and problematic smartphone use. Computers in Human Behavior, 89, 191-198. https://doi.org/10.1016/j.chb.2018.08.003
Seemiller, C. (2017). Curbing digital distractions in the classroom. Contemporary Educational Technology, 8(3), 214-231.
Sepahvand, T., & Mirchenari, M. (2020). Comparison of Self-Regulated Learning Strategies and Implicit Beliefs of Intelligence in Gifted and Normal Second High School Students. Biquarterly Journal of Cognitive Strategies in Learning, 8(15), 145-160. [In Persian] https://doi.org/10.22084/j.psychogy.2020.20435.2056
Setyosari, P., Kuswandi, D., & Widiati, U. (2021). Reading Comprehension Skills: The Effect of Online Flipped Classroom Learning and Student Engagement during the COVID-19 Pandemic. European. Journal of Educational Research, 10(4), 1613-1624. https://doi.org/10.12973/eu-jer.10.4.1613
Siyami, F., Akbari Booreng, M., & Ayati, M. (2014). The role of students’ gender and preferred teaching style in predicting student academic engagement in mashhad university of medical sciences. Iranian Journal of Medical Education, 14(9), 817-826 [In Persian]
Siyami, M., & Sh, R. (2017). Path Analysis of the Effect of mobile phone usage on academic engagement: the Mediating Role of attention. Educational Research Journal, 4(35), 72-92. [In Persian] https://doi.org/10.52547/erj.4.35.72
Spedding, J., Hawkes, A. J., & Burgess, M. (2017). Peer assisted study sessions and student performance: The role of academic engagement, student identity, and statistics self-efficacy. Psychology Learning & Teaching, 16(1), 144-163. https://doi.org/10.1177/1475725716687166
Suharti, D. S., Suherdi, D., & Setyarini, S. (2021). Exploring Students’ Learning Engagement in EFL Online Classroom. Advances in Social Science, Education and Humanities Research, 546, 139-149. https://doi.org/10.2991/assehr.k.210427.022
Waite, B. M., Lindberg, R., Ernst, B., Bowman, L. L., & Levine, L. E. (2018). Off-task multitasking, note-taking and lower-and higher-order classroom learning. Computers & Education, 120, 98-111.  https://doi.org/10.1016/j.compedu.2018.01.007
Wang, C. H., Salisbury-Glennon, J. D., Dai, Y., Lee, S., & Dong, J. (2022). Empowering College Students to Decrease Digital Distraction Through the Use of Self-Regulated Learning Strategies. Contemporary Educational Technology, 14(4), ep388. https://doi.org/10.30935/cedtech/12456
Zheng, J. (2021). The role of Chinese EMI teachers’ clarity and credibility in fostering students’ academic engagement and willingness to attend classes. Frontiers in Psychology, 12, 756165. https://doi.org/10.3389/fpsyg.2021.756165
Zhong, Q., Wang, Y., Lv, W., Xu, J., & Zhang, Y. (2022). Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning. Sustainability, 14(9), 5619. https://doi.org/10.3390/su14095619