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

Document Type : Research Article

Authors

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

Abstract

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.

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 11, Issue 21 - Serial Number 21
January 2024
Pages 137-155

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