The Role of Executive Functioning and Technological Anxiety (FOMO) in College Course Performance as Mediated by Technology Usage and Multitasking Habits.

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Psicologia Educativa Pub Date : 2018-01-01 Epub Date: 2017-05-25 DOI:10.5093/psed2018a3
Larry D Rosen, L Mark Carrier, Jonathan A Pedroza, Stephanie Elias, Kaitlin M O'Brien, Joshua Lozano, Karina Kim, Nancy A Cheever, Jonathan Bentley, Abraham Ruiz
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引用次数: 31

Abstract

This study investigated how technology use impacts academic performance. A proposed model postulated that academic performance could be predicted by a cognitive independent variable-executive functioning problems-and an affective independent variable-technological anxiety or FOMO (fear of missing out)-mediated by how students choose to use technology. An unobtrusive smartphone application called "Instant Quantified Self" monitored daily smartphone un-locks and daily minutes of use. Other mediators included self-reported smartphone use, self-observed studying attention, self-reported multitasking preference, and a classroom digital metacognition tool that assessed the student's ability to understand the ramifications of technology use in the classroom that is not relevant to the learning process. Two hundred sixteen participants collected an average of 56 days of "Instant" application data, demonstrating that their smartphone was unlocked more than 60 times a day for three to four minutes each time for a total of 220 daily minutes of use. Results indicated that executive functioning problems predicted academic course performance mediated by studying attention and a single classroom digital metacognition subscale concerning availability of strategies of when to use mobile phones during lectures. FOMO predicted performance directly as well as mediated by a second classroom digital metacognition concerning attitudes toward mobile phone use during lectures. Implications for college students and professors include increasing metacognition about technology use in the classroom and taking "tech breaks" to reduce technology anxiety.

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技术使用和多任务处理习惯对执行功能和技术焦虑在大学课程成绩中的作用
本研究调查了科技使用如何影响学习成绩。一个被提出的模型假设,学业成绩可以通过认知自变量(执行功能问题)和情感自变量(技术焦虑或FOMO(害怕错过))来预测,这些变量由学生如何选择使用技术来调节。一款名为“即时量化自我”(Instant Quantified Self)的不起眼的智能手机应用可以监控智能手机每天的解锁次数和每天的使用分钟数。其他中介包括自我报告的智能手机使用情况、自我观察的学习注意力、自我报告的多任务处理偏好,以及课堂数字元认知工具,该工具评估了学生理解课堂上与学习过程无关的技术使用后果的能力。216名参与者平均收集了56天的“即时”应用程序数据,表明他们的智能手机每天被解锁60多次,每次解锁3到4分钟,每天总共使用220分钟。结果表明,执行功能问题通过学习注意力和单一课堂数字元认知子量表对课堂学习成绩的预测起到中介作用,该子量表涉及课堂上使用手机的策略的可用性。FOMO直接预测表现,并通过第二课堂数字元认知介导,该认知涉及在课堂上使用手机的态度。对大学生和教授的影响包括提高对课堂上使用科技产品的元认知,以及通过“科技休息”来减少科技焦虑。
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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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