Self-regulation strategies of smartphone use during university self-study
| Autor: | Rebecca L. Barron, Linda Katherine Kaye |
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| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| DOI: | 10.24377/ljmu.jsml.vol1article381 |
| Popis: | The role of smartphones within education has received a lot of media and academic attention. This has typically focused on their use in the classroom, within tutor-directed sessions. However, less has been focused on how smartphone use is negotiated within self-study. Using semi-structured interviews, the current study sought to explore final year undergraduate students’ (N = 6) strategies for smartphone self-regulation during self-study time and the extent to which these strategies were effective. IPA revealed three main themes: “Urgency, Context and Consistency”, “Learned Helplessness” and “Fear of Missing out (FoMO)”. The findings extend our understanding of how conceptual frameworks such as self-regulation apply to smartphone regulation during self-study, and provide insight into the barriers for effective regulatory behaviour. Implications for both self-study efficacy and smartphone regulation are discussed. The Journal of Social Media for Learning, Vol 1 No 1 (2020): 2019 SocMedHE Conference Edition |
| Databáze: | OpenAIRE |
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