The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation

College students' misuse of mobile devices during class for off-task purposes is a global issue that harms learning. While prior studies examined device misuse frequency within individual countries, no known studies have directly compared transnational differences in this behavior, leaving little known about whether crosscultural differences influence this behavior. This study investigates whether the country where students attend college (United States, South Korea, or Turkey) moderates the relationships among self-regulation of learning (SRL) tendencies, motivational factors (basic psychological needs satisfaction and utility value perceptions), and device misuse. Hierarchical moderated regression analyses revealed consistent patterns across cultures: SRL tendencies had little impact on device misuse, whereas basic needs satisfaction and utility value perceptions served as protective factors. Findings suggest that digital distraction in college classrooms transcends cultural influences that commonly lead to differences in student behavior, emphasizing the need for globally relevant strategies to reduce distractions and enhance student motivation. These results also challenge traditional assumptions that self-regulated learners are less susceptible to digital distraction. Even the more self-regulated participants in the present study regularly misused their devices during class. Such findings indicate that the performance phase of SRL that unfolds during class is riddled with disruptions and device misuse, even for the more self-regulated college students. Findings highlight the importance of fostering motivationally supportive learning environments to curb digital distraction and nourish student engagement.