Digital Distraction Across Courses: Self-Regulation of Digital Device Use in Favorite Versus Least Favorite Courses

Presentation given at American Educational Research Association Annual Conference.

College student use of digital devices (e.g., mobile phones, laptops) during class for off-task purposes—a phenomenon known as digital distraction—is ubiquitous in many classrooms. The present research examined how students’ self-regulated learning tendencies and relative preference for a course (i.e., favorite versus least favorite course) related to digital distraction tendencies. Findings indicate that students who reported more metacognitive self-regulation reported spending less time using their digital devices for off-task purposes during class. Moreover, college students were less likely to effectively self-regulate their use of digital devices in their least favorite courses than in their favorite courses. Our findings highlight the relationship between the learning context and self-regulation of digital device use. Implications for theory and instruction are discussed.