Article

The Effects of Cell Phone Use and Emotion-regulation Style on College Students' Learning

Applied Cognitive Psychology

April 2017
31(5)

DOI:10.1002/acp.3323

Authors:

Seungyeon Lee

University of Central Arkansas

Ian M. McDonough

Binghamton University

Jessica S. Mendoza

University of Alabama

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Cell phones are becoming an inevitable part of the classroom, but extant research suggests that using cell phones in the classroom impairs academic performance. The present study examined the impact of different cell phone policies on learning and emotion-regulation style. Participants were randomly assigned to one of four experimental conditions: cell phone usage allowed, cell phone possession allowed but without usage, cell phones removed, and a no-instruction control group. All participants watched a 20-minute lecture and were sent text messages to mimic classroom distractions. Afterward, participants took a multiple-choice test and filled out questionnaires assessing their level of obsessiveness, nomophobia, and mindfulness. Participants who had their cell phone taken away performed best on the test with no other differences. None of the emotional-regulation measures moderated the results. These findings provide important insight as to how cell phone policies can optimize learning in the classroom.

Cellphone Study Test Questions

Data

November 2022

Seungyeon Lee · Ian M. McDonough

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Išmaniųjų telefonų turėjimo mokymosi metu poveikis informacijos atsiminimui psichologijos studentų imtyje (Possession of Smartphones while Studying: Effects on the Recall of Information in a Sample of Psychology Students)

Article

Full-text available

Jul 2024

The impact of smartphones on people’s daily lives is increasing. However, despite the benefits of smartphones, the adverse effects of these devices are becoming more prominent in the academic environment; therefore, it is important to analyse them. The aim of the research is to evaluate the effects that possessing of a smartphone while studying has on the recall of information in a sample of psychology students. The research analysed data collected from a sample of 80 second and third-year students from the bachelor’s program in psychology (69 females, 10 males, and 1 “other”). The age of the participants varied from 19 to 54 years (average age – 24 years, std. deviation – 7.93 years). Research method: experiment. The participants were divided into groups, according to the effects: 1) those who could not have their smartphones during the lecture; 2) those who could have their smartphones during the lecture but were asked not to use them; 3) those who could have their smartphones during the lecture and were not given any instruction on their usage. During each experiment session, 8–13 students from each group watched a 20-minute lecture recording. After the lecture, the participants completed a short test on the lecture’s content. After finishing the test, the participants filled in a nomophobia questionnaire (Yildirim & Correia, 2015). One week after participating in the experiment, students sent in a screenshot with the information on their average smartphone screen time. Students who had their smartphones during the lecture recalled the information worse than those who did not. However, no significant differences were found between the group of students who were given instructions on the usage of smartphones and those who were not. The results also revealed that a higher average time spent using a smartphone was associated with poorer recall of lecture information.

Exploring the Role of Work Orientation and Parental Influence on the Presence of a Calling in College Students; Implications for Academic Motivation and Satisfaction

Article

Dec 2022
Coll Student J

Over the last several decades, there have been numerous studies of both workers and college students who have a calling to a particular line of work. Many positive outcomes have been associated with the presence of a calling, but still much is unknown about both predictors and an�tecedents of having a calling. This pair of studies explored the extent to which college students’ work orientation and parental influence (parents’ work orientation and parental pressure) relates to students’ presence of a calling, and how, in turn, all of these factors play a role in students’ autonomous motivation, satisfaction, and commitment to their major/ career path. Two separate samples of undergraduate students (n = 178; n=84) completed online surveys measuring the variables of interest to this study. The most notable results of these studies suggest that stu�dents’ work orientation is associated with the presence of a calling, and that both presence of a calling and student calling orientation are associ�ated with higher levels of autonomous motivation, and satisfaction and commitment to their major/career path. We found some evidence that perceived influence of parental pressure relates negatively to presence of a calling, autonomous motivation, and satisfaction. This research has implications for universities in supporting student development of a call�ing orientation and discernment of a calling. It also has implications for parents in how they can best support their children in pursuing a partic�ular major and/or career path

Invariant Effects of Nomophobia on Mindfulness, Obsessiveness, and Low-Stakes Test Performance: The Use of a Structural Equation Modeling Framework

Article

Jan 2023
Coll Student J

Electronic devices (e.g., cellphones) are a means of technology advancement, but research suggests that frequent use of them in the classroom impairs attention and learning (Lee et al., 2017; Mendoza et al., 2018; Lee et al., 2020). The present study (N = 393) establishes a pre-existing regression model examining the significance of mindfulness (MND) to emotional regulation and cognitive performance among college students. Results suggest that MND’s effect on obsessiveness across all four conditions were seen: Group A, cellphone allowed, Group B, cellphone on silent mode, Group C, control group, and Group D, no cellphones. The findings also indicate that highly nomophobic participants in Group B showed better test performance. We expect that students’ excessive use of cellphones may have a negative impact on MND, especially when there are no cellphone restrictions.

Nomofobia y rendimiento académic.: prevalencia y correlación en los jóvenes.

Article

Full-text available

Jan 2025

El uso continuo e inadecuado del smartphone puede provocar problemas de adicción y dependencia que pueden desencadenar otras dificultades como el miedo irracional a no tener el teléfono disponible, así como las posibilidades que nos ofrece en cualquier momento. Este es el caso de la nomofobia (no-mobile-phobia). El objetivo de esta investigación es analizar la prevalencia de la nomofobia en jóvenes de entre 12 y 20 años, así como determinar la relación entre todas las variables que identifican los niveles de nomofobia, y corroborar la incidencia del rendimiento académico en la mayor o menor prevalencia de este problema. Para ello se lleva a cabo una investigación cuantitativa en la que se utiliza el cuestionario estandarizado NMP-Q. La muestra está compuesta por un total de 1.630 estudiantes de distintas etapas educativas. Los resultados determinan que la imposibilidad de contactar y ser contactado son las variables en las que se ha observado una mayor prevalencia de esta fobia entre la población estudiada. Además, los estudiantes que afirman que su rendimiento académico es menor debido al uso excesivo de su teléfono inteligente muestran mayor ansiedad, nerviosismo, malestar, miedo o molestias al no poder hacer uso inmediato de su teléfono y de sus diferentes posibilidades.

Global research evidence on nomophobia during 2008-2022: a bibliometric analysis and review

Article

Oct 2023
Psychol Health Med

Nomophobia, often known as a 21st-century disorder, is a recent condition that has received considerable attention, with numerous studies conducted to better understand it since it was first introduced in 2008. To better understand the present research status and prospects to assist practitioners, policymakers, and funding agencies in protecting the population from nomophobia-related harm, a bibliometric study of nomophobia-related publications was conducted. We used Scopus and dimensions.ai to perform a search between 2008 and 2022. The HistCite, R software, and VOSviewer were used to analyze the data and extract relevant keywords indexed in medical databases using mesh heading phrases. Between January 2008 and April 2022, 1,781 papers, 30 datasets, two grants, six patents, four clinical trials, and five policy documents were identified. The bulk of the articles included in this review were published after 2017 with the majority written in English. Most of the research focuses on determining the prevalence of nomophobia in various populational groups, such as students, clinical samples, and the general adult population. Several studies examined the possible association between nomophobia symptoms and other psychiatric or physical health issues, such as changes in sleep, learning and attention, academic performance, coping strategies, etc. The current body of research knowledge of nomophobia in the main includes epidemiologic and diagnostic effort that has provided mixed results regarding its assessment and prevalence rates, and appreciable data on its treatment and prevention are lacking.

Nomofobia y rendimiento académico: prevalencia y correlación en los jóvenes

Article

Full-text available

Jan 2025

Resumen El uso continuo e inadecuado del smartphone puede provocar problemas de adicción y dependencia que pueden desencadenar otras dificultades como el miedo irracional a no tener el teléfono disponible, así como las posibilidades que nos ofrece en cualquier momento. Este es el caso de la nomofobia (no-mobile-phobia). El objetivo de esta investigación es analizar la prevalencia de la nomofobia en jóvenes de entre 12 y 20 años, así como determinar la relación entre todas las variables que identifican los niveles de nomofobia, y corroborar la incidencia del rendimiento académico en la mayor o menor prevalencia de este problema. Para ello se lleva a cabo una investigación cuantitativa en la que se utiliza el cuestionario estandarizado NMP-Q. La muestra está compuesta por un total de 1.630 estudiantes de distintas etapas educativas. Los resultados determinan que la imposibilidad de contactar y ser contactado son las variables en las que se ha observado una mayor prevalencia de esta fobia entre la población estudiada. Además, los estudiantes que afirman que su rendimiento académico es menor debido al uso excesivo de su teléfono inteligente muestran mayor ansiedad, nerviosismo, malestar, miedo o molestias al no poder hacer uso inmediato de su teléfono y de sus diferentes posibilidades. Abstract Continued improper and inadequate use of the smartphone can lead to addiction and dependency problems that may trigger other difficulties such as the irrational fear of not having the phone available, as well as the possibilities it offers, at any time. This is the case with nomophobia (no-mobile-phobia). The objective of this research is to analyze the prevalence of nomophobia in students between 12 and 20 years old, as well as to determine the relationship between all the variables that identify the levels of nomophobia, and to corroborate the incidence of academic performance in the higher or lower prevalence of this problem. For this purpose, quantitative research is carried out using the standardized questionnaire NMP-Q. The sample is composed of a total of 1,630 students of different educational stages. The results determine that the impossibility of contacting and being contacted are the variables in which a greater prevalence of this phobia has been observed among the population studied. In addition, students who claim that their academic performance is lower due to the excessive use of their smart phone show greater anxiety, nervousness, discomfort, fear or inconvenience when not being able to make immediate use of their phone and its different possibilities.

Neurological Syndrome Of Anxiety And Depression As An Outcome Of Nomophobia

Article

Full-text available

Dec 2022

Conceptual Frameworks People frequently utilise their mobile phones for the most of the day due to their appealing features. Some people, particularly college students, use them for roughly 9 to 10 hours a day. Addiction is a psychological condition that is characterised by the inability to stop taking a substance or acting in a certain way. Smart phones do not fit the definition of a chemically addictive substance as given by the DSM-V. Although DSM-V covers other disorders that are not related to drug consumption, such gambling disorder. Therefore, excessive cellophane use is viewed as an addiction. Methodology We sought to determine whether there was a relationship between nomophobia and other psychiatric disorders such depression, anxiety, and stress in this study. The investigation's design is based on related patterns seen in cross-sectional and quantitative research methods. Such a study strategy provides insight into the interactions between two or more factors. India was chosen at random for the sample. There were 200 people in the research study group, 100 of whom were women and 100 men. the same percentage of each gender. These people, who lived in India, were young adults (18 to 25 years old). The members' average age was 21.5 years. Findings of the Research Users are more likely to develop attached to their smartphones if they consider them as an extension of themselves, which in turn makes people more prone to experience nomophobia by enhancing the desire for close proximity to their phones. Which in turn causing stress and anxiety. Limitations of the Research The study's age restrictions placed participants between the ages of 18 and 25. The study was solely done on young people living in cities. Since self-rating scales were utilised to collect the data, the limitations of these scales apply to the current investigation.

Exploring Perceptions of Cognitive Load and Mental Fatigue in Pandemic-Era Zoom Classes

Article

Full-text available

Feb 2023

With the rise of the COVID-19 pandemic, many undergraduates were forced to transition from in-person to remote learning. In order to hold live synchronous classes, institutions adopted online videoconferencing platforms such as Zoom. This study examined student experiences during Zoom classes with regard to perceptions of unproductive cognitive load stemming from factors such as personal software settings, instructor-determined class features, teaching methods, feelings toward the class, internal state, and external environment. For comparison, a parallel survey was administered to instructors regarding student perceptions. The top five factors students reported to increase unproductive load were life stress, tiredness, sickness, negative emotions, and auditory distractions; the factors linked most strongly to decrease unproductive load were enjoyment of the class, interest in the class topic, relevance to future goals, presentation of information in manageable and meaningful chunks, and ability to focus. Instructor ratings overall aligned with those of students. Participants also reported overall higher mental fatigue during Zoom, as framed in comparison to prior in-person classes; this was correlated with number and time spent in these classes, but not with demographic variables nor with several other independent measures of self-regulated learning and academic self-efficacy. Implications for improving the student experience in online learning are discussed, emphasizing that many of the factors reported as helpful to cognitive load management are applicable to all classrooms.

The impact of nomophobia and smartphone presence on fluid intelligence and attention

Article

Full-text available

Feb 2022

Nomophobia and even simply the presence of smartphones has an impact on attention and performance, likely through the cognitive mechanism of reduced working memory capacity. When a smartphone, a personally relevant stimulus, is present, working memory capacity is utilized leading to a reduction in the ability to inhibit responses and therefore difficulty with complex attentional tasks. With the increase in smartphone ownership, especially among young adults in developing nations and their proliferation in undergraduate classrooms, it becomes important to understand their cognitive impact in this demographic of users. Therefore, this study evaluated the impact of the presence of undergraduate students’ smartphones on their performance on a non-verbal reasoning task, as well as a series of simple to complex attentional tasks. A total of 154 Pakistani undergraduate students participated in this study. Results demonstrated that the presence or absence of the students’ smartphones did not affect fluid non-verbal intelligence or simple attentional tasks. However, the level of fear of being without their smartphone was correlated with non-verbal fluid intelligence and simple attention. Importantly, when the students’ smartphones were present, they experienced difficulty with a more complex attentional task, regardless of the level of nomophobia. Given the need for fluid reasoning and the complex nature of most material covered within the undergraduate classroom context, this finding indicates a need for education about the detrimental nature of smartphone presence on complex attention, as well as the relationship between nomophobia and fluid reasoning and attention. Implications also include a need for institutional policies clarifying appropriate use of smartphones in the classroom.

Smartphone Addiction Versus Academic and Creative Performance: The Mediating Role of FOMO and Sustained Attention

Article

Jan 2025

Comparative analysis of deep learning approach to identify usage of mobile phone in the classroom environment

Article

Full-text available

Jan 2025
Educ Inform Tech

With the advent of closed-circuit television systems (CCTV) in the era of technology, a massive amount of video data is generated daily. CCTV are installed at several educational institutions to monitor students' behavior and ensure their safety. Human activity monitoring is done manually. Abnormal human actions refer to rare or unusual actions in a particular environment. One of the observed abnormal actions in a classroom is the usage of mobile phones by students. The frequent usage of mobile phones in the classroom environment will make students lose their attention and lead to a degradation in their academic performance. There is a high need for a system to monitor the students' abnormal behavior in the classroom environment. To solve this problem, we have proposed a methodology to recognize whether or not the students use mobile phones in the classroom. To achieve the desired results, we have trained the deep learning architecture ResNet50 using the concept of transfer learning on real-time data collected from various educational institutions. We have achieved a remarkable accuracy of 96% with proposed RTLModel-Based in the research work. With the proposed methodology, academic institutions can monitor students' attention in the classroom and take necessary actions.

A cross-sectional study to know the prevalence, pattern, and contributing factors associated with nomophobia in medical students

Article

Full-text available

Jul 2024

Vimal Satodiya

Background: Now-a-days, Smartphone offers people great opportunities and luxuries. According to the Telecom Regulatory Authority of India (TRAI); in 2021, India had roughly 180.96 million mobile users, and issues by mobile phone use have been significantly increased in recent years Nomophobia is a modern phobia that appeared in this digital era. It is the conjunction of "nonmobile" and "phobia” and refers to the worry, anxiety, and discomfort associated with not having a mobile device when needed. The objectives of this study are to understand (a) prevalence of nomophobia in medical students; (b) association of Nomophobia with self-esteem among medical students; and (c) association of nomophobia with life satisfaction among medical students. Methods: This was an observational, cross-sectional, single-centred, self-assessable questionnaire-based study. 700 students (pursuing MBBS, internship or residency) from the government medical college, Bhavnagar were enrolled. The participants were assessed by proforma containing demographic details, a questionnaire of Nomophobia (NMPQ), Rosenberg Self-Esteem Scale (RSES), and Satisfaction with Life Scale (SWLS). The statistical analysis was done with Graph Pad Instat version 3.06 (San Diego, California, US). Proportions were compared by using the Chi-square test while NMPQ, RSES, and SWLS scores were compared by the Students t test. Results: We found all participants had some degree of nomophobia (29% mild, 31.29% moderate, and 5.43% severe). Nomophobia had a significant association with self-esteem and satisfaction with life. Conclusions: Participants with nomophobia are more likely to experience low self-esteem and poor satisfaction with life.

Technostress and Nomophobia Among Digital Natives: An Analysis in the Context of Students of Higher Education in India

Article

Full-text available

Apr 2023

Dr Remith George Carri

Digital education has gained its popularity after the Covid 19 pandemic and is gradually becoming an inevitable means of education at all levels especially in the higher education. The extensive and unavoidable digitalisation of education and a deeper penetration of social media in the life of learners resulted in some undesirable but inevitable effect such as technostress and nomophobia among learners. Even though the students in higher education depend on their smartphones for their academics, they lack the much desirable digital literacy and it leads to technostress while compelled to use latest technology. At the same time, the over-dependence on social media for communication and interactions, which is not technology-intensive, leads to addiction to smartphone called nomophobia. Studies revealed that both are hindrances to learning and affect the psychological well-being and academic performance of students. The paper explores this new concern and tries to identify the possible solutions so that it will not hinder the learning but lead to responsible use of digital gadgets for learning as well as social interactions especially among children in the higher education institutions, where digital learning is inevitable.

Nomophobia Levels of University Students: A Comparative Study

Article

Full-text available

Feb 2024

There is growing concern about the influence of nomophobia among the majority of young people, attributed to excessive mobile phone use. This study aims to investigate the nomophobia levels of Azerbaijani and Kyrgyz university students. The Nomophobia Questionnaire (NMP-Q) was employed as the data collection tool. Data were collected from participants during the spring term of the 2021-2022 academic year. A total of 478 students participated: 238 from Azerbaijan and 240 from Kyrgyzstan. Results indicated that Azerbaijani and Kyrgyz students exhibit different nomophobia behaviors. While 36.1% of Azeri students experience a severe level of nomophobia, 23.3% of Kyrgyz students do. Female students in both countries are more affected than their male counterparts. Younger students are also more susceptible to nomophobia. Moreover, smartphone ownership significantly influences students' nomophobia behavior in both Azerbaijan and Kyrgyzstan.

Mobile Devices and Autonomy: Individual-Level Effects

Chapter

Full-text available

Feb 2024

In this chapter, we offer a review of the empirical findings that animate our concerns about the effects of mobile devices on individuals (the troublesome findings about the effects of mobile devices on collectives is reviewed in Chap. 7 ). We begin by clarifying what we mean by mobile devices, noting that these devices are not our only concern. We also explain why they are our primary concern. In short, we are especially concerned by mobile devices because their mobility, combined with their ability to track our behavior and provide real-time feedback to it, make them powerful behavior modification devices. After explaining how mobile devices can modify our behavior and why—given the structure of the attention economy—the interests of the developers of these technologies are not always in alignment with our own, we show that there is reason to think that mobile devices have detrimental effects on all eight facets of autonomy outlined in the preceding chapter.

Nomophobia Dynamics among Students: A Study in Indonesian Islamic Higher Education

Article

Full-text available

Sep 2023

This research examines the frequent use of smartphones among college students. These conditions can lead to nomophobia behavior disorder (no mobile phone phobia). This study aims to: 1) analyze the level of nomophobia in students based on gender, faculty academic culture, and age; 2) analyze differences in nomophobia simultaneously based on gender, faculty academic culture, and age. This study uses a quantitative descriptive comparative approach. Data were obtained from 988 students at Islamic tertiary institutions. Samples were selected by convenience sampling technique. The instrument used is the nomophobia questionnaire (NMP-Q) (Yildirim, 2014), with high reliability. Data were analyzed using an Independent Sample T-test, analysis with one-way ANOVA, and two-way ANOVA analysis. The results of the study show that nomophobia among students is in the high category. This study proves that there are differences in the level of nomophobia in terms of gender where women are higher than men. Based on the faculty's academic culture and age, there is no difference in student nomophobia. There is an interaction between gender and age in influencing nomophobia. Simultaneously there was no interaction between gender, faculty academic culture, and age in determining the level of nomophobia.

POUŽÍVANIE SMARTFÓNOV MEDZI MLÁDEŽOU A ICH RIZIKÁ The Use of Smartphones between Youth and their Risk

Article

May 2023

Karina Zošáková

Assessment of Nomophobia and Loneliness in Rural Turkish Adolescents: A Cross-Sectional Study

Article

Full-text available

Mar 2023

Background Nomophobia, short for “no mobile phone phobia,” is defined as having an involuntary and unreasonable fear when the mobile device is unreachable or uncommunicable. Aims The study aimed to evaluate nomophobia and loneliness levels of high school (HS) students from a rural region. Methods This cross-sectional study was conducted between November 5 and December 28, 2018, on 850 HS students in Sivrihisar, Eskis¸ehir, Turkey. Nomophobia Questionnaire (NMP-Q) and UCLA Loneliness Scale were used. Mann-Whitney U, Kruskal-Wallis, Spearman Correlation analysis, and Multiple Linear Regression were performed. Results In the study group, 429 (50.5%) were female. Their ages ranged from 13 to 19, and their mean age (standard deviation [SD]) was 15.66 (1.18) years. The mean score (SD) from NMP-Q was 54.92 (14.87), while the mean score (SD) from the UCLA loneliness scale was 13.95 (4.60). Multivariate analysis showed that being a female, having first smartphone use before the age of 13, having high daily smartphone usage, having a high frequency of checking phones, and having more friends on social media than in real life were associated with higher nomophobia levels (F = 28.424, P < .001, R² = 0.213). There was a positive weak correlation between nomophobia and loneliness levels (r = 0.353, P = .001). Conclusions: Factors such as phone usage habits and loneliness, which can be changed by providing education and creating appropriate environments in schools, are important determinants of nomophobia among HS students in rural areas, suggesting that interventions to combat nomophobia are possible.

"Who is Trying to Get Into the Room But Can't?": An Argument for Inclusion of Independent School District (ISD) Representation During Postsecondary Application Development Processes

Article

Full-text available

Feb 2023

Access to United States higher education has remained an important topic in educational research for decades (Clinedinst & Patel, 2018; Hearn, 1984; Hurtado et al., 1997; Orfield, 1992; Perna, 2006). Work emerging from this body of research has found that knowledge of postsecondary processes—such as how to complete admissions applications, write admissions essays, and apply for financial aid—may be critical barriers for many students to overcome to gain admission to the institution of their choice and successfully enroll (Bettinger et al., 2012; Clayton & Umbach, 2020; Fu, 2014; Pennebaker et al., 2014). Merely having reliable Internet (Dettling et al., 2018) and understanding how to use computer applications has been deemed an “invisible academic prerequisite[s]” for access to the United States higher education system (Goode, 2010, p. 584). In all, access to and success within the U.S. higher education system has been a stressful, rigorous, and difficult process for postsecondary students for as long as the system has been in place (Pascarella et al., 2004). As access and success have remained elusive, this study posits that one element of accessing the system has remained equally elusive and surprisingly understudied: the difficulty of the postsecondary application itself. Studies related to postsecondary applications have largely focused on how many applications a student successfully completes each admissions cycle (Clinedinst & Patel, 2018) and what drives changes in application patterns (Legatt, 2021). These changes are owed a multitude of diverse and seemingly unrelated factors such as institutional reputation (Alter & Reback, 2014), standardized test score policies (Hurwitz et al., 2017), Affirmative Action (Long, 2004), geographic location and access to social capital (Chenoweth & Galliher, 2004), the success of an institution’s athletics program (Pope & Pope, 2009), and most recently, the coronavirus (COVID-19) global pandemic (Smith, 2020; Walsh, 2020). However, beyond studies capturing both quantitative and qualitative data to articulate application trends, very little knowledge exists about the difficulty of postsecondary applications. As a result. this essay provides an outline for how stakeholders can collaborate to simplify college applications for prospective students and their support networks.

The Interrelationship of Loneliness, Smartphone Addiction, Sleep Quality, and Students’ Attention in English as a Foreign Language Class

Article

Full-text available

Feb 2023
Int J Environ Res Publ Health

Po-Chi Kao

In this study, a research model comprising four variables (loneliness, smartphone addiction, sleep quality, and students’ attention in English as a foreign language class) was proposed and statistically examined. Previous literature has appeared to neglect these variables, which are considered to be essential to understanding students’ attention in EFL (English as a foreign language) class among college students. A total of 587 undergraduate students were recruited from a university in Taiwan to participate in the present study. The technique of structural equation modeling was adopted to test the hypotheses in the conceptual model. The findings of this study are: (1) smartphone addiction has a significant negative impact on students’ attention in EFL class; (2) smartphone addiction has a significant negative impact on sleep quality; (3) sleep quality has a significant positive impact on students’ attention in EFL class; (4) sleep quality partially mediates the relationship between smartphone addiction and students’ attention in EFL class; (5) loneliness has a significant positive effect on smartphone addiction. The results can enrich the present literature in the psychology of attention and mobile technology by providing an insight into the dynamics of these four variables.

PSYCHOLOGICAL WELL-BEING AND SMARTPHONE USE AMONG COLLEGE STUDENTS

Article

Full-text available

May 2022

Selina Zheng

People’s overdependence on smartphones has led them to an abundance of psychological well-being issues. Various literature has examined the association between smartphone use, addictive behaviours, and mental well-being. To develop a deeper understanding of the correlation among these factors, the current study aims to find the psychological impact on smartphone use. Smartphone use and psychological well-being, specifically on how adolescents’ media use has led them to mental health issues such as addiction, depression, anxiety, sleep problems, and the fear of missing out (FoMO). The results supported hypotheses 1, 2, and 3, smartphone addiction correlates with anxiety, depression, and FoMO; however, the results of the study do not support hypothesis 4, in which there is no correlation between smartphone addiction and sleep issues. In conclusion, smartphone overuse and addiction may subsequently affect an adolescent’s mental well-being.

Comparison of didactic lecture with interactive lecture for learning enhancement in third year BDS students at Nishtar Medical University, Multan

Article

Jan 2022

Article Citation: Ashraf S, Khan SA, Ahmad M, Rind SM, Fatima A, Safdar S. Comparison of didactic lecture with interactive lecture for learning enhancement in third year BDS students at Nishtar Medical University, Multan. Professional Med J 2023; 30(01):129-135. ABSTRACT… Objective: To compare didactic lecture with interactive lecture for learning enhancement in third year BDS students at Nishtar Medical University, Multan. Study Design: Descriptive Cross Sectional study Setting: Department of Medical Unit-IV, Nishtar Medical University Institutional Review Board. Period: Six weeks from mid of January to end of February 2020. Sample Size: Fifty four BDS students filled the feedback proforma. Material & Methods: The whole class of sixty students was taught respiratory system in medical unit IV by interactive lectures and didactic lectures. Out of 10 lectures in respiratory system, 5 lectures were conducted in interactive style and 5 were conducted in conventional lecture form on alternate basis. Each lecture had duration of one hour. Lectures were made interactive by interposing various activities. After the completion of 10 lectures, feedbacks from students were taken by giving students structured proforma. All the data was analyzed by SPSS version 24. Frequencies (percentages) were calculated for each ordinal data. A p-value was calculated for comparison of didactic lectures with interactive lectures regarding various variables. Results: Out of 54 students 51(94.5%) had given their opinion in favor of interactive lectures. The number of students who either agreed or strongly agreed to interactive lecture technique in comparison to didactic lecture regarding creation of interest, maintain attentiveness, promotion of retention, ease of learning, motivation for self-learning and critical thinking and promotion of classroom collaboration was significantly higher. Conclusion: Interactive lecture proved to be more acceptable and useful than didactic lecture for learning enhancement.

Comparison of didactic lecture with interactive lecture for learning enhancement in third year BDS students at Nishtar Medical University, Multan.

Article

Full-text available

Jan 2023

Objective: To compare didactic lecture with interactive lecture for learning enhancement in third year BDS students at Nishtar Medical University, Multan. Study Design: Descriptive Cross Sectional study Setting: Department of Medical Unit-IV, Nishtar Medical University Institutional Review Board. Period: Six weeks from mid of January to end of February 2020. Sample Size: Fifty four BDS students filled the feedback proforma. Material & Methods: The whole class of sixty students was taught respiratory system in medical unit IV by interactive lectures and didactic lectures. Out of 10 lectures in respiratory system, 5 lectures were conducted in interactive style and 5 were conducted in conventional lecture form on alternate basis. Each lecture had duration of one hour. Lectures were made interactive by interposing various activities. After the completion of 10 lectures, feedbacks from students were taken by giving students structured proforma. All the data was analyzed by SPSS version 24. Frequencies (percentages) were calculated for each ordinal data. A p-value was calculated for comparison of didactic lectures with interactive lectures regarding various variables. Results: Out of 54 students 51(94.5%) had given their opinion in favor of interactive lectures. The number of students who either agreed or strongly agreed to interactive lecture technique in comparison to didactic lecture regarding creation of interest, maintain attentiveness, promotion of retention, ease of learning, motivation for self-learning and critical thinking and promotion of classroom collaboration was significantly higher. Conclusion: Interactive lecture proved to be more acceptable and useful than didactic lecture for learning enhancement.

The Impact of Enhancing Phone Activeness on the Negative Effect Induced by the Presence of a Cell Phone

Article

Full-text available

Jul 2022

In the information-driven workplace, cell phones have gradually become irreplaceable. Although the use of work-related cell phones can bring convenience, recent research has demonstrated that the presence of a cell phone can impair cognitive task performance by reducing available attentional resources and suggested that the effect of the phone’s presence can be influenced by phone-related factors. This study focused on the relationship between this effect and phone activeness and conducted two experiments to investigate whether increasing phone activeness is associated with a stronger effect from the phone’s presence by using a dual-task paradigm (primary: letter recognition task, secondary: luminance-change detection task). Phone activeness was manipulated by two potential factors: the phone’s power state (control, powered-off, powered-on) and physical contact state (the phone was placed on the desk or held in the hand). The results showed that secondary task performance decreased with the phone’s presence, regardless of its power state and contact state. This indicated that the presence of the phone only affects the available attentional resources devoted to the peripheral visual field where the secondary task stimuli occurred; however, the effect of the phone’s presence was not moderated by phone activeness. The current findings provided several extended understandings related to the negative effects caused by the presence of the cell phone and their underlying mechanisms.

Asociación entre tiempo de uso de teléfono celular, nivel de actividad física y rendimiento académico en universitarios

Article

Full-text available

Apr 2022

Introducción: El aumento del uso de teléfono celular y la baja actividad física en universitarios se han asociado a un bajo rendimiento académico. Objetivo: Analizar la relación entre tiempo de uso del teléfono celular, el nivel de actividad física y rendimiento académico en estudiantes universitarios. Materiales y métodos: Estudio de alcance correlacional y temporalidad longitudinal. Participaron 36 estudiantes universitarios, a quienes se evaluó durante un semestre, el tiempo que destinaron al uso de teléfono celular, a través de la aplicación “Moment” y la actividad física mediante la aplicación “Pacer”. Se registró el rendimiento académico con el promedio de notas. Resultados: Durante el semestre, los hombres realizaron mayor actividad física y utilizaron por mayor tiempo el teléfono. En periodos de evaluación, las mujeres tuvieron mayor actividad física y menor uso del teléfono celular (p=0,019 y p=0,033, respectivamente). Además, los hombres que tuvieron mejores notas promedio hacían un menor número de pickups diarios (p=0,032). Conclusiones: Los hombres universitarios son físicamente más activos y usan más el celular durante el semestre, aunque en periodo de evaluaciones las mujeres tienden a ser más activas y usar menos tiempo su celular. Los universitarios que usan menos el teléfono celular tienen mejor rendimiento académico.

Nomophobia and Its Associated Factors in Peruvian Medical Students

Article

Full-text available

Apr 2022
Int J Environ Res Publ Health

Nomophobia is the discomfort caused by not being in contact with a cell phone. Few studies have addressed nomophobia in university students. The study aimed to evaluate nomophobia and its associated factors in Peruvian medical students. We conducted an analytical cross-sectional study on Peruvian medical students between June 2020 and March 2021, using an online survey disseminated through social networks. We analyzed 3139 responses (females: 61.1%, median age: 22 years): 25.7% presented moderate nomophobia and 7.4% severe nomophobia. In the adjusted model, the nomophobia score was lower in students ≥24 years (β: −4.1, 95% CI: −7.2 to −1.0) and was higher in those who had a mobile internet data plan (β: 2.9, 0.8 to 5.0), used the cell phone >4 h (β: 4.5, 2.3 to 6.7), used a smartphone mainly for education (β: 2.5, 0.2 to 4.8), social networks (β: 8.2, 5.8 to 10.6) and entertainment (β: 3.3, 0.5 to 6.1), and those who presented possible anxious (β: 6.6, 4.3 to 8.9) or depressive (β: 19.5, 5.2 to 9.6) symptomatology. In conclusion, nomophobia in university students is a frequent and emerging problem, present mainly at younger ages and associated with symptoms of anxiety or depression. Implementing evaluation and early intervention strategies would favor the mental health of university students.

The Relationship between Nomophobia and Depression, Anxiety and Stress Levels of University Students

Article

Full-text available

Jan 2022

Özlem ÇAKMAK TOLAN

In today's world, smartphones are an indispensable part of people's daily lives because smartphones facilitate daily routines. However, problematic or excessive use of smartphones can cause some psychological problems. Nomophobia is considered as one of the psychological problems caused by excessive use of smartphones. Nomophobia is referred to as modern age phobia and refers to irrational fears and anxieties of a person who cannot access or communicate with their mobile phone. Therefore, this study examines the prevalence of nomophobia among college students, behavioral patterns associated with nomophobia, and reveals the relationship between nomophobia and depression-anxiety-stress. A personal questionnaire, the Depression Anxiety Stress (DASS-42) and Nomophobia (NMP-Q) scales were used to investigate the research questions. . Descriptive statistics, one-way analysis of variance (ANOVA), independent samples t-test, Pearson correlation coefficient and simple linear regression methods were used to analyze the data. The results show that the level of nomophobia among college students is higher than average. There were significant differences between the level of nomophobia and the college students' behaviors such as carrying a charger, checking the smartphone after waking up, checking the phone frequently during the day, the duration of daily smartphone use, and the time of internet use through the smartphone. A positive correlation was found between nomophobia and depression-anxiety-stress level. Finally, in the regression analysis, the model was found to be statistically significant. This result shows that the level of nomophobia is a significant predictor of the level of depressionand anxiety stress. The results obtained show that nomophobia has negative impact on mental health.

The Effectiveness of Two Different Occupational Therapy Interventions on Time Management and on Perceived Occupational Performance and Satisfaction in University Students with Severe Nomophobia: A Single-Blind, Randomized Controlled Trial

Article

Full-text available

Sep 2021

This study aimed to determine the effectiveness of two different occupational therapy interventions applied to university students with severe nomophobia. Forty-six participants were assigned to client-centered (CC) and time management (TM) intervention groups. Before and after intervention, participants’ time management skills were evaluated with the time management questionnaire (TMQ), occupational performance and satisfaction were evaluated with the Canadian Occupational Performance Measure (COPM), and nomophobia levels were evaluated with Nomophobia Questionnaire (NMP-Q). Both groups improved in NMP-Q, TMQ, and COPM within-group comparisons (p < 0.001). The interventions can be used to reduce nomophobia increase time management skills and increase perceived occupational performance and satisfaction.

Smartphone Use and Psychological Well-Being Among College Students in China: A Qualitative Assessment

Article

Full-text available

Sep 2021

Background: Problematic smartphone use is widespread, and college-age youth faces an especially high risk of its associated consequences. While a promising body of research has emerged in recent years in this area, the domination of quantitative inquiries can be fruitfully and conceptually complemented by perspectives informed through qualitative research. Toward that end, this study aimed to interrogate the myriad behavioral, attitudinal, and psychological tendencies as a side effect of college students’ engagement with the smartphone in their everyday lived experience through in-depth interviews. Methods: We recruited 70 participants from seven college campuses hailing from different geographic regions in China, and conducted semi-structured in-depth virtual interviews via WeChat in November and December 2020. Subjective experiences, personal narratives and individual perceptions in the context of routine interaction with the smartphone were thematically analyzed through a reiterative process in an effort to detect prevailing threads and recurring subthemes. Results: The smartphone has established a pervasive presence in college students’ everyday life. Time-based use characteristics generated a typology of four distinct user groups: hypo-connected antagonists, balanced majority, hyper-connected enthusiasts, and indulgent zealots. Habitual usage falls on predictable patterns matched onto temporal, locale-based and contextual cues and triggers. Students’ dependency relationships with the smartphone have both functional and emotional dimensions, as prominently manifested in occasions of detachment from the device. Self-regulatory effort in monitoring and limiting use is significantly impacted by mental focus and personal goal setting. Perspectives from our qualitative data suggest the need for taking into account a variety of contextual cues and situational factors in dissecting psychological and emotional outcomes of smartphone use and abuse.

Exploring EFL learners' perspectives on using Kahoot as a game-based student response system Exploring EFL learners' perspectives on using Kahoot as a game-based student response system

Article

Feb 2021

Student response systems (SRS) have been used to provide teachers with immediate feedback on learners' performance to understand their weaknesses and strengths. This exploratory study is aimed at focusing on both distractive and facilitative aspects of using SRS in English as a foreign language (EFL) classes to assess learners' understanding of grammar lessons. Eighty university students majored in English language and literature attended a grammar course accompanied by Kahoot, a free online game-based application as an SRS. Students' perspectives about positive and negative aspects of the application were explored prior and subsequent to its implementation through open-ended surveys and interviews. In addition, their classes were observed for more in-depth information. The results revealed that despite its positive features, most of the students were not willing to take part in this game-based application. They mentioned the Internet connection problems, the high pace of the game, its competitive nature and the lack of detailed explanation after the game as the main reasons for their unwillingness toward using this application in the classroom, which made most of the learners demotivated and distracted. The implications for teachers are also discussed. ARTICLE HISTORY

A Cross‑Sectional Online Survey of an Impact of COVID‑19 Lockdown on Smartphone Addiction and Nomophobia among Undergraduate Health Sciences Students of A Rural Tertiary Health‑Care Center from Maharashtra, India

Article

Full-text available

Aug 2021

Introduction: Increased use of smartphones can lead to smartphone addiction and “no‑mobile‑phone‑phobia” known as nomophobia. During an ongoing coronavirus disease 2019 (COVID‑19) lockdown, to tackle an issue of boredom, many people including undergraduate health sciences students (HSSs) are using smartphones, leading to an increased risk of smartphone addiction and nomophobia. During lockdown, many universities have shifted the mode of learning to e‑classes by using an internet‑based technology on smartphones, which may contribute to increased exposure to smartphones, leading to an increased risk of smartphone addiction among students. Objective: To assess an impact of COVID‑19 lockdown on smartphone addiction and severity of nomophobia among UG HSSs. Materials and Methods: The present study was conducted at a rural tertiary health‑care center in Maharashtra state of India with a sample size of 412. Smartphone Addiction Scale–Short Version was used to assess smartphone addiction and Nomophobia Questionnaire was used to assess nomophobia. Results: Majority (69.7%) reported inability to concentrate on studies at home due to increased use of smartphone during the COVID‑19 lockdown. Boredom (32.8%) was the most bothering thing during lockdown, and to tackle it, 55.8% reported of using smartphone. 97.6% had nomophobia and 45.1% had smartphone addiction. There was increase in the prevalence of smartphone addiction and nomophobia during the COVID‑19 lockdown as compared to the prevalence from studies which were conducted in the pre‑COVID‑19 lockdown period. Conclusion: Appropriate measures should be taken by health sciences universities and authorities to address an issue of smartphone addiction and nomophobia so that students can concentrate on their studies at home during the COVID‑19 lockdown.

“Phone in the Room, Mind on the Roam”: Investigating the Impact of Mobile Phone Presence on Distraction

Article

May 2025

In the digital age, mobile phones significantly impact human cognition and behavior. This experimental study examined the effects of passive mobile phone presence on attentional control in young adults aged 18–25. Participants were randomly assigned to a control (no phone) or an experimental group (phone present). Attention control was measured using the Attention Network Test (ANT). In contrast, smartphone nomophobia and addiction were measured with the Nomophobia Questionnaire (NMP-Q) and the Smartphone Addiction Scale-Short Version (SAS-SV). Contrary to previous literature, the presence of a mobile phone did not significantly distract participants or impair attentional performance. No significant relationship emerged between self-reported levels of distraction or nomophobia and actual attentional performance, although smartphone addiction seemed to have a weak effect on the errors made by those who performed in the presence of their mobile phone. Significant gender differences were found in terms of nomophobia, with women reporting higher levels than men. This study suggests that the relationship between mobile phone presence and attentional processes is more complex than previously hypothesized, bringing the existing literature under further consideration.

قوة الأنا وعلاقتها بكل من اليقظة العقلية والنوموفوبيا لدى عينة ‏من طلبة الجامعة

Article

Apr 2024

Unveiling the Influence of Nomophobia, Emotional Regulation, Self-Efficacy and Loneliness on Anxiety Among Nursing Students: A Structural Equation Modeling Approach

Article

Apr 2025

Nursing students often experience high levels of anxiety compared to students in other disciplines due to academic and clinical demands. Some of the important factors believed to influence psychological well-being are nomophobia, emotional regulation, self-efficacy and loneliness. Therefore, the current study aimed to explore the relationships between nomophobia, emotional regulation, loneliness, self-efficacy and anxiety among nursing students using structural equation modeling (SEM). A cross-sectional study was conducted among 121 nursing students. Data were collected using validated tools, including the Nomophobia Questionnaire (NMP-Q), Emotion Regulation Questionnaire (ERQ), UCLA Loneliness Scale, General Self-Efficacy scale and Generalized Anxiety Disorder (GAD-7) scale. Structural Equation Modeling (SEM) was used to explore the relationship between study variables. The findings revealed that nomophobia and loneliness were positively associated with anxiety, with standardized path coefficients of β = 0.35 (p < 0.001) and β = 0.25 (p < 0.001), respectively. Conversely, emotional regulation (β = −0.20, p < 0.001) and self-efficacy (β = −0.30, p < 0.001) showed significant protective effects by reducing anxiety. Additionally, emotional regulation negatively influenced nomophobia (β = −0.21, p < 0.001) and loneliness (β = −0.15, p < 0.05), highlighting its role in mitigating adverse psychological outcomes. Self-efficacy exhibited a negative but non-significant association with loneliness (β = −0.09, p = 0.10) and demonstrated a significant negative effect on nomophobia (β = −0.13, p < 0.05). Nomophobia and loneliness significantly contribute to heightened anxiety levels among nursing students, while emotional regulation and self-efficacy serve as protective factors. Given the high-stress nature of nursing education and clinical practice, interventions aimed at enhancing emotional regulation skills and fostering social support networks could be particularly beneficial in mitigating nomophobia, reducing loneliness, and ultimately lowering anxiety levels. Integrating such strategies into nursing curricula may not only support students’ mental well-being but also enhance their academic performance.

Balancing Innovation with Ethics: Responsible Development of Multi‐modal Intelligent Tutoring Systems

Chapter

Dec 2024

Assess the effectiveness of structured teaching program on knowledge regarding nomophobia and its impact on lifestyle

Article

Full-text available

Jul 2024

Use of Mobile Devices in Academic Libraries in Nigeria: are Students Distracted?

Article

Full-text available

Jun 2024

The use of mobile devices has the potential for distraction in libraries is undeniable despite the excellent enhancement they have brought to learning and life in general. Librarians are still searching for evidence-based solutions to tame this emergent tide. The study is a feedback exercise to find out in specific terms whether the burden of noise generated by the use of mobile devices in libraries weighs down the students' concentration to harvest their individual views on effective control measures. It is a descriptive survey study that used a structured questionnaire to elicit data from three hundred and forty (340) students of Chukwuemeka Odumegwu Ojukwu University, Nigeria. A simultaneous face-to-face approach was adopted in the classroom setting for data collection. SPSS was used to analyse the quantitative data. Findings reveal that 62.06% of the students feel disturbed and distracted by mobile phone use especially noise from answering of calls and ringing tones. As a solution, the majority of respondents (71%) recommend an outright ban on the use of mobile devices in the library. It is recommended that library management battling with noise control may consider a ban on mobile devices use in the library for possible relief.

The iPhone Phenomenon, Media Literacy and United Nation’s 2030 Sustainable Developmental Goals in Nigeria

Article

Full-text available

Jul 2024

In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable Development which includes 17 interconnected Sustainable Development Goals (SDGs) - quality education, reduced inequality, responsible consumption and production, and partnerships to achieve the goals. Smartphones are becoming increasingly prevalent element of the educational experience in classes, from preschool to graduating school level. The iPhone phenomenon makes students' lives easier. They can access their school information on portable devices. This is referred to as electronic learning (e-learning); smartphone is advanced mobile phone device that has improved considerably in the 21st century with the accommodation of features such as accessing emails, biometrics, online shopping, social media, and many more. The question arises whether the iPhone craze is driven by the passion for securing academic excellence, prestige, or social relevance. This author observes that the use of smartphones is gradually becoming an effective and indispensable learning tool used to enhance youths' social engagement. Hence, this study aims to conceptually synthesize existing literature on the iPhone phenomenon using the Marshal McLuhan Theory.

Impact of attachment to cell phones on classroom learning

Article

Full-text available

Mar 2024

This study investigated the influence of cell phone attachment on classroom learning among Senior Secondary students in Delta Central Senatorial District, Delta State. Guided by three research questions, the study utilized a correlational survey research design. The population comprised 15,170 Senior Secondary students, with a sample of 375 students drawn from 19 secondary schools using proportionate stratified random sampling. Data were collected using two researcher-designed questionnaires: the Cell Phone Attachment Questionnaire (CEPAQ) and the Classroom Learning Questionnaire (CLQ). The validity and reliability of the questionnaires were established, with reliability coefficients of 0.71 for CEPAQ and 0.80 for CLQ, calculated using Cronbach's Alpha. Pearson Product Moment Correlation (PPMC) was employed to answer the research questions. The findings revealed a positive relationship between cell phone attachment and classroom learning, with gender and age exerting positive moderating impacts on this relationship. The study concluded that cell phone attachment significantly affects classroom learning and recommended, among other measures, that school administrators monitor phone usage in classrooms to mitigate negative impacts.

DESENVOLVIMENTO E VALIDAÇÃO DE UM INSTRUMENTO DE IDENTIFICAÇÃO DE VULNERABILIDADE DIGITAL (Q-IVD) PARA ESTUDANTES DA EDUCAÇÃO BÁSICA

Article

Full-text available

Feb 2024

RESUMO: O número de jovens que fazem uso das tecnologias digitais cada vez mais precocemente tem aumentado de forma significativa. Considerando que o uso inadequado e abusivo das tecnologias pode ser prejudicial em várias dimensões da vida humana, será apresentada e discutida neste artigo a sistematização das etapas do desenvolvimento e da validação de um instrumento que objetiva mensurar indicativos de vulnerabilidade digital entre estudantes do Ensino Médio. A construção do Questionário de Identificação de Vulnerabilidade Digital (Q-IVD) está fundamentada na literatura, sendo escolhido o tipo de validação de conteúdo para avaliar, por meio do método Delphi, o julgamento de especialistas acerca dos conteúdos presentes no instrumento. Participou desse processo de validação um painel de especialistas composto por 26 juízes com formação e atuação nos campos da educação e saúde, e, posteriormente, amostras de estudantes que contribuíram com a análise semântica das questões e a aplicação-piloto do questionário para realização de análises e testes estatísticos, cabendo destacar que todas essas etapas ocorreram durante o período pandêmico. O Q-IVD obteve ótimos resultados nos processos de validação, com Índice de Validade de Conteúdo (IVC) acima de 0,80 em todas as questões e categorias, e teve sua confiabilidade e consistência comprovadas mediante o coeficiente alpha de Cronbach 0,821. A versão final do Q-IVD contém 24 questões distribuídas em quatro categorias, e, durante o processo de validação, foram evidenciados indícios de esse instrumento ter aplicabilidade validada também para diferentes públicos, mediante aprimoramento e adaptações transculturais, para investigar correlações diversas juntamente com outros instrumentos de pesquisa e análises estatísticas.

Role of delay discounting in resisting in-class media multitasking under contextual control: a cluster analysis

Article

Jan 2024

Konseling Kelompok Teknik Systematic Desensitization dan Cognitive Restructuring untuk Mereduksi Nomophobia Mahasiswa

Article

Full-text available

Dec 2023

Nomophobia (no mobile phone phobia) describes the discomfort or anxiety caused by not being near a mobile phone, or other commonly used virtual communication device. The aim of this research is to determine the effectiveness of systematic desensitization and Cognitive Restructuring counseling techniques to reduce student nomophobia at PGRI University Yogyakarta. This research uses a Repeated Measure Design experimental design. Subjects consisted of 16 students taken by purposive sampling. The data in this study was obtained through the nomophobia scale research instrument. The repeated measure one way ANOVA test was used to compare repeated measurements on the same subject, namely from pretest, posttest and follow up between experimental groups. Meanwhile, the mixed ANOVA test was used to determine the comparison of effectiveness between experimental groups. The results of data analysis show that the experimental group with the systematic desensitization technique had a higher increase in reducing nomophobia compared to the cognitive restructuring technique. Based on the researchers' findings, it can be recommended for counselors to apply Cognitive Restructuring and systematic desensitization techniques in guidance and counseling services to reduce Nomophobia. Future researchers can add qualitative research methods to improve the quality of research.____________________________________________________________Nomophobia (no mobile phone phobia) menggambarkan ketidaknyamanan atau kecemasan yang disebabkan oleh tidak berada didekat telepon genggam, atau perangkat komunikasi virtual lainnya yang biasa digunakan. Tujuan dalam penelitian ini untuk mengetahui keefektifan konseling teknik systematic desensitization dan Cognitive Restructuring untuk mereduksi nomophobia mahasiswa di Universitas PGRI Yogyakarta. Penelitian ini menggunakan rancangan eksperimen Repetead Measure Design. Subjek terdiri atas 16 mahasiswa yang diambil dengan purposive sampling. Data dalam penelitian ini diperoleh melalui instrument penelitian skala nomophobia. Uji repeated measure one way ANOVA digunakan untuk membandingkan pengukuran berulang pada subjek yang sama yakni dari pretest, postest, dan follow-up antara group eksperimen. Sedangkan uji mixed ANOVA digunakan untuk mengetahui perbandingan keefektifan antara group eksperimen. Hasil analisis data menunjukkan kelompok eksperimen teknik systematic desensitization memiliki peningkatan lebih tinggi dalam mereduksi nomophobia dibandingkan dengan teknik cognitive restructuring. Berdasarkan temuan peneliti maka dapat disarankan bagi konselor dalam mengaplikasikan teknik Cognitive Restructuring dan systematic desensitization dalam layanan bimbingan dan konseling untuk mereduksi Nomophobia. Bagi peneliti selanjutnya dapat menambahkan metode penelitian kualitatif untuk meningkatkan kualitas penelitian.

Mobile Devices in the Context of Applied Behavior Analysis: A Multipurpose Tool

Chapter

Apr 2023

Over the past 30 years, cellular phones and mobile devices have progressed from their original design, a mobile device that provided vocal communication, to a device that can accomplish a myriad of functions (e.g., driving directions, games, banking). These devices have been praised and ridiculed, yet they remain a staple in twenty-first-century life. This chapter provides a brief history of the technology surrounding mobile devices and their current uses. We discuss how these devices have been shown as an agent of behavior change across multiple disciplines. Specifically, mobile devices as related to the field of applied behavior analysis (ABA) will be discussed including how these devices work within a basic behavioral contingency. We will also address how mobile technology has been used within ABA research, as well as ways in which practitioners have used mobile devices as teaching tools to incorporate evidence-based practices in clinical, school, and community settings. Additionally, we will note how mobile devices can be used as tools for collecting and graphing a variety of data.KeywordsApplied behavior analysisMobile devicesCellular phonesTechnologyContingencyData collectionInterventionClassroom

Anxiety, Depression, Body Mass Index, Physical Activity in Nomophobic Italian Nurses: A Chronic Latent Inflammation?

Article

Mar 2023

Aim: To investigate which risk factors are strictly connected to nomophobia in Italian nurses, according to socio-demographic characteristics, Body Mass Index scores, physical activity habits, anxiety, and depression. Method: An "ad hoc" online questionnaire has been created and then administered to Italian nurses. Data include sex, age, years of work experience, shift work per day, nursing educational level, Body Mass Index, physical activity, anxiety, depression, and nomophobia conditions. Univariate logistic regression has been performed to explore what potential factors may contribute to the nomophobia condition. Findings: A total of 430 nurses agree to participate. No respondents recorded severe levels of nomophobia, as 308(71.6%) registered mild and 58(13.5%) registered moderate levels and 64(14.9%) reported no abnormal condition. Females seem to be more exposed than males to nomophobia (p<0.001); nurses aged from 31 to 40 years and also with less than 10 years of work experience are more affected compared to the other sub groups (p<0.001). Nurses who practice low physical activity reported significantly high levels of nomophobia (p<0.001) and nurses reporting high anxiety levels also suffer from nomophobia (p<0.001). The trend is inverse when considering depression condition since most of the nurses suffering from mild or moderate nomophobia levels reported the absence of depression condition (p<0.001). No statistical differences have been reported between nomophobia levels and shift work (p=0.269), nursing educational level (p=0.242), and BMI levels (p=0.183). Anxiety and physical activity report strong relationships with nomophobia condition (p<0.001). Conclusion: Nomophobia affects all individuals, especially young aged individuals. Although further studies on nurses will be implemented, including the workplace and training environments of nurses by allowing a clearer picture of the levels of "nomophobia" in general, as nomophobic behavior may have negative repercussions both in social and professional spheres.

The Role of Nomophobia and Cellular Presence in Distracted Driving: A Scenario-Based Study

Article

Oct 2022

The current study was designed to empirically examine the role of nomophobia level and cellphone presence in distracted driving. Seventy-One participants consisting of 13 mild, 37 moderate, and 21 severe nomophobia individuals participated in the study. They were required to complete a series of questionaries and driving vignettes related to their cellphone being either accessible or not accessible. It was hypothesized that higher nomophobia level and lack of cellphone presence would result in higher subjective distraction and negative affect scores for each of the driving vignettes. Results indicated higher nomophobia level and the cellphone not being accessible resulted in significantly higher negative affect and subjective distraction. Furthermore, results highlighted individuals with moderate and severe nomophobia as being at higher probability to be easily distracted and engage in risky driving behaviors. Theoretical and practical implications are discussed, and directions for future research are also presented.

Cognitive Neuroscience Foundations for School Psychologists: Brain-Behavior Relationships in the Classroom

Book

Full-text available

Oct 2022

Individual differences in memory disruption caused by simulated cellphone notifications

Article

Sep 2022
MEMORY

People who read and dismiss distracting notifications while performing academic or professional tasks may pay a high cognitive price. Multimedia interruptions clearly impair comprehension and memory; however, their impact may depend on the individual's cognitive abilities and experiences. In a pilot study and two experiments, we explored the effects of three levels of distraction from cellphone notifications (no notifications, dismiss notifications and read notifications) on memory for categorised word lists. Individual differences in working memory capacity, attachment to and dependence on cellphones, and media multitasking, texting, video gaming and musical experience were assessed. Memory impairment increased with the level of distraction irrespective of participant scores on the individual difference measures. Dismissing notifications disrupted relational processing more than individual-item processing, whereas reading notifications disrupted both types of processing. Heavy texters demonstrated particularly poor memory performance, whereas individuals with high working memory capacity and high reliance on their cellphones performed relatively well. These results were interpreted in terms of recent multitasking theories and suggest that no one is immune from the disruptive effects of cellphone notifications while performing academic or professional tasks.

Understanding Marginalized Students' Identities Work and Their Learning Experiences in English Language Arts Classrooms

Conference Paper

Jan 2019

Paul Riser

Learning in the Face of Digital Distractions: Empowering Students to Practice Self-Regulated Learning

Chapter

Jan 2022

Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.

Making intelligence telework work: mitigating distraction, maintaining focus

Article

Nov 2021

This response to a series of earlier ‘Perspectives on Intelligence’ essays on intelligence telework adds to the conversation by first reiterating the benefits of working remotely, highlighting challenges – mainly different types of serious distraction – that could undermine telework, and offering suggestions for addressing those challenges.

The Challenges and Opportunities of Designing AR to Support Complex Problem Solving

Conference Paper

Full-text available

Mar 2018

Social and emotional correlates of the fear of missing out

Article

Full-text available

Jun 2018

This study compares and validates measures of the "fear of missing out" (FoMO). We administered two measures of the fear of missing out (FoMO Abel & FoMOPrzy), the Positive and Negative Affect Scales (PANAS), the Need to Belong Scale (NBS), the Rejection Sensitivity Questionnaire (RSQ), the Acceptance and Action Questionnaire-II (AAQ-II), and the Entertainment-Social subscale of the Celebrity Attitude Scale (CAS ES) to 286 university students to determine how well scores on each scale would correlate with scores on the two measures of FoMO. We found that scores on all but the CAS ES correlated significantly with scores on both FoMO scales. Results support construct validity for both FoMO scales, although one measure appears to provide a more specific assessment of the fear of missing out.

Translation and validation of the Nomophobia Questionnaire (NMP-Q) in the Italian language: insights from factor analysis

Article

Full-text available

Jan 2018

Background: Nomophobia, which is a neologism derived from the combination of "no mobile," "phone," and "phobia" is considered to be a modern situational phobia and indicates a fear of feeling disconnected. Objective: No psychometric scales are available in Italian for investigating such a construct. We therefore planned a translation and validation study of the Nomophobia Questionnaire (NMP-Q), which is an instrument developed by Yildirim and Correia. Subjects were recruited via an online survey using a snowball approach. Methods: The NMP-Q was translated from English into Italian using a classical "backwards and forwards" procedure. In order to explore the underlying factor structure of the translated questionnaire, an exploratory factor analysis was carried out. A principal component analysis approach with varimax rotation was performed. Multivariate regression analyses were computed to shed light on the psychological predictors of nomophobia. Results: A sample of 403 subjects volunteered to take part in the study. The average age of participants was 27.91 years (standard deviation 8.63) and the sample was comprised of 160 males (160/403, 39.7%) and 243 females (243/403, 60.3%). Forty-five subjects spent less than 1 hour on their mobile phone per day (45/403, 11.2%), 94 spent between 1 and 2 hours (94/403, 23.3%), 69 spent between 2 and 3 hours (69/403, 17.1%), 58 spent between 3 and 4 hours (58/403, 14.4%), 48 spent between 4 and 5 hours (48/403, 11.9%), 29 spent between 5 and 7 hours (29/403, 7.2%), 36 spent between 7 and 9 hours (36/403, 8.9%), and 24 spent more than 10 hours (24/403, 6.0%). The eigenvalues and scree plot supported a 3-factorial nature of the translated questionnaire. The NMP-Q showed an overall Cronbach alpha coefficient of 0.95 (0.94, 0.89, and 0.88 for the three factors). The first factor explained up to 23.32% of the total variance, while the second and third factors explained up to 23.91% and 18.67% of the variance, respectively. The total NMP-Q score correlated with the number of hours spent on a mobile phone. Conclusions: The Italian version of the NMP-Q proved to be reliable.

Restricting mobile phone access during homework increases attainment of study goals

Article

Full-text available

Sep 2016

Recent research has reported negative consequences, such as increased anxiety, associated with restricting people’s access to their mobile phones. These findings have led researchers to suggest that mobile phone use may pose a legitimately addictive behavior for some people. Other research has suggested negative effects of mobile phones on academic outcomes. To study the effects of phone separation on both anxiety and attainment of academic study goals, we randomly assigned participants (N = 93) to a restricted mobile phone access condition or a control condition. After setting a list of goals for a study session, participants worked on their own, self-chosen class materials for 60 minutes. Anxiety was measured before and immediately following the study session. Attainment of study goals was assessed through a self-report estimate of the percent of study goals accomplished at the end of the session. We predicted that those who classified as high on a problematic mobile phone use scale and who had their phones taken away would show the greatest increases in anxiety over the session as well as the greatest deficits in attainment of study goals as compared to all other participants. While there was a general tendency for participants who scored higher on the problematic use scale to be more anxious, anxiety did not differ between participants with phone access and those without it. Participants without phone access self-reported attainment of 12% more of their study goals than those who had phones. This study qualified the conditions for which restricting mobile phone access increases anxiety and provided further empirical support for detriments to attainment of study goals when mobile phones are present.

Enhanced and Effective Learning through Mobile Learning An Insight into Students Perception of Mobile Learning at University Level

Article

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Jan 2016

Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom

Article

Full-text available

Dec 2015

How Does Mindfulness Training Affect Health? A Mindfulness Stress Buffering Account

Article

Full-text available

Dec 2014

Initial well-controlled studies have suggested that mindfulness training interventions can improve a broad range of mental and physical health outcomes (e.g., HIV pathogenesis, depression relapse, inflammation, drug abuse), yet the underlying pathways linking mindfulness and health are poorly understood. In this article, we offer a mindfulness stress buffering account to explain these health outcomes, which posits that mindfulness-based health effects are mostly likely to be observed in high-stress populations for which stress is known to affect the onset or exacerbation of disease pathogenic processes. We then offer an evidence-based biological model of mindfulness, stress buffering, and health.

Impact of Use of Technology in Mathematics Lessons on Student Achievement and Attitudes

Article

Full-text available

Jan 2014
J Soc Behav Pers

Technology use in classrooms in today's world is believed to have a positive impact on students' success and their attitudes towards lessons. In this study we investigated students' attitudes towards technology use in class and whether the use of technology improved their academic achievement. A quasiexperimental research design was used and we assigned 3 groups as experimental groups (n = 41) and 2 as control groups (n = 41). Mathematics was selected as the subject to be studied. All groups completed a pretest and a posttest. For the experimental groups, lessons were designed using several technological tools, whereas lessons for control groups were taught using traditional teaching methods. At the end of the study, the experimental groups completed a scale to investigate the preferences and attitudes of the students in regard to technology-based instruction. One-way ANCOVA was used to evaluate the differences in posttest results, which revealed that the mathematics posttest results of the students who were instructed using technology were significantly higher than the posttest results of the groups who were instructed without technology. Results showed that students had a positive attitude towards technology use. The implications for curriculum designers and teachers are discussed.

Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire

Article

Full-text available

Aug 2015
COMPUT HUM BEHAV

Nomophobia is considered a modern age phobia introduced to our lives as a byproduct of the interaction between people and mobile information and communication technologies, especially smartphones. This study sought to contribute to the nomophobia research literature by identifying and describing the dimensions of nomophobia and developing a questionnaire to measure nomophobia. Consequently, this study adopted a two-phase, exploratory sequential mixed methods design. The first phase was a qualitative exploration of nomophobia through semi-structured interviews conducted with nine undergraduate students at a large Midwestern university in the U.S. As a result of the first phase, four dimensions of nomophobia were identified: not being able to communicate, losing connectedness, not being able to access information and giving up convenience. The qualitative findings from this initial exploration were then developed into a 20-item nomophobia questionnaire (NMP-Q). In the second phase, the NMP-Q was validated with a sample of 301 undergraduate students. Exploratory factor analysis revealed a four-factor structure for the NMP-Q, corresponding to the dimensions of nomophobia. The NMP-Q was shown to produce valid and reliable scores; and thus, can be used to assess the severity of nomophobia.

An Empirical Examination of the Educational Impact of Text Message-Induced Task Switching in the Classroom: Educational Implications and Strategies to Enhance Learning

Article

Full-text available

Jan 2011

The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students

Article

Full-text available

Feb 2015

OPEN ACCESS: http://sgo.sagepub.com/content/5/1/2158244015573169 The cell phone is ever-present on college campuses and is frequently used in settings where learning occurs. This study assessed the relationship between cell phone use and actual college grade point average (GPA) after controlling for known predictors. As such, 536 undergraduate students from 82 self-reported majors at a large, public university were sampled. A hierarchical regression (R2 = .449) demonstrated that cell phone use was significantly (p < .001) and negatively (β = −.164) related to actual college GPA after controlling for demographic variables, self-efficacy for self-regulated learning, self-efficacy for academic achievement, and actual high school GPA, which were all significant predictors (p < .05). Thus, after controlling for other established predictors, increased cell phone use was associated with decreased academic performance. Although more research is needed to identify the underlying mechanisms, findings suggest a need to sensitize students and educators about the potential academic risks associated with high-frequency cell phone use.

OMG! Texting in Class = U Fail :( Empirical Evidence That Text Messaging During Class Disrupts Comprehension

Article

Full-text available

Dec 2013

In two experiments, we examined the effects of text messaging during lecture on comprehension of lecture material. Students (in Experiment 1) and randomly assigned participants (in Experiment 2) in a text message condition texted a prescribed conversation while listening to a brief lecture. Students and participants in the no-text condition refrained from texting during the same lecture. Postlecture quiz scores confirmed the hypothesis that texting during lecture would disrupt comprehension and retention of lecture material. In both experiments, the no-text group significantly outscored the text group on the quiz and felt more confident about their performance. The classroom demonstration described in Experiment 1 provides preliminary empirical evidence that texting during class disrupts comprehension in an actual classroom environment. Experiment 2 addressed the selection bias and demand characteristic issues present in Experiment 1 and replicated the main findings. Together, these two experiments clearly illustrate the detrimental effects of texting during class, which could discourage such behavior in students.

Maximizing Mindful Learning: An Innovative Mindful Awareness Intervention Improves Elementary School Students’ Quarterly Grades

Article

Full-text available

Jan 2015
Mindfulness

This paper discusses results from the first empirical study testing the feasibility and effectiveness of an audio-guided mindful awareness training program on quarterly grade performance in traditional United States public elementary schools. Structured as a quasi-experiment, the study demonstrates that a 10-minute-per-day, fully automated program significantly enhances students’ quarterly grades in reading and science, compared to a control group, without disrupting teaching operations (N=191). The intervention utilized a series of guided mindful-based awareness and attention focusing practices as the method for students to engage with social and emotional learning (SEL) concepts, and can thus be called a “mindful-based social emotional learning” (MBSEL) program. The program is innovative because it requires neither expert trainers skilled in mindfulness nor changes to existing curriculum; thus it can be considered both teacher-independent and curriculum supportive. The goal of this exploratory study was to facilitate a consistent daily mindful awareness practice that generates improvements in student outcomes for resource- and time-constrained K–12 classrooms in the United States and elsewhere. The authors discuss limitations of this study and suggestions for further research on how to use mindful awareness programs to enhance academic performance both effectively and pragmatically.

The relationship between cell phone use, academic performance, anxiety, and Satisfaction with Life in college students

Data

Full-text available

Nov 2014

The Effect of Testing Versus Restudy on Retention: A Meta-Analytic Review of the Testing Effect

Article

Full-text available

Aug 2014

Christopher A Rowland

Engaging in a test over previously studied information can serve as a potent learning event, a phenomenon referred to as the testing effect. Despite a surge of research in the past decade, existing theories have not yet provided a cohesive account of testing phenomena. The present study uses meta-analysis to examine the effects of testing versus restudy on retention. Key results indicate support for the role of effortful processing as a contributor to the testing effect, with initial recall tests yielding larger testing benefits than recognition tests. Limited support was found for existing theoretical accounts attributing the testing effect to enhanced semantic elaboration, indicating that consideration of alternative mechanisms is warranted in explaining testing effects. Future theoretical accounts of the testing effect may benefit from consideration of episodic and contextually derived contributions to retention resulting from memory retrieval. Additionally, the bifurcation model of the testing effect is considered as a viable framework from which to characterize the patterns of results present across the literature. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Development of Korean Smartphone Addiction Proneness Scale for Youth

Article

Full-text available

May 2014
PLOS ONE

This study developed a Smartphone Addiction Proneness Scale (SAPS) based on the existing internet and cellular phone addiction scales. For the development of this scale, 29 items (1.5 times the final number of items) were initially selected as preliminary items, based on the previous studies on internet/phone addiction as well as the clinical experience of involved experts. The preliminary scale was administered to a nationally representative sample of 795 students in elementary, middle, and high schools across South Korea. Then, final 15 items were selected according to the reliability test results. The final scale consisted of four subdomains: (1) disturbance of adaptive functions, (2) virtual life orientation, (3) withdrawal, and (4) tolerance. The final scale indicated a high reliability with Cronbach's α of .880. Support for the scale's criterion validity has been demonstrated by its relationship to the internet addiction scale, KS-II (r = .49). For the analysis of construct validity, we tested the Structural Equation Model. The results showed the four-factor structure to be valid (NFI = .943, TLI = .902, CFI = .902, RMSEA = .034). Smartphone addiction is gaining a greater spotlight as possibly a new form of addiction along with internet addiction. The SAPS appears to be a reliable and valid diagnostic scale for screening adolescents who may be at risk of smartphone addiction. Further implications and limitations are discussed.

Mobile Computing Devices in Higher Education: Student Perspectives on Learning with Cellphones, Smartphones & Social Media

Article

Full-text available

Oct 2013
Internet High Educ

The purpose of this research was to explore teaching and learning when mobile computing devices, such as cellphones and smartphones, were implemented in higher education. This paper presents a portion of the findings on students' perceptions of learning with mobile computing devices and the roles social media played. This qualitative research study focused on students from three universities across the US. The students' teachers had been integrating mobile computing devices, such as cellphones and smartphones, into their courses for at least two semesters. Data were collected through student focus group interviews. Two specific themes emerged from the interview data: (a) advantages of mobile computing devices for student learning and (b) frustrations from learning with mobile computing devices. Mobile computing devices and the use of social media created opportunities for interaction, provided opportunities for collaboration, as well as allowed students to engage in content creation and communication using social media and Web 2.0 tools with the assistance of constant connectivity.

Staying connected while on the move

Article

Full-text available

Feb 2006
NEW MEDIA SOC

As people integrate use of the cell phone into their lives, do they view it as just an update of the fixed telephone or assign it special values? This study explores that question in the framework of gratifications sought and their relationship both to differential cell phone use and to social connectedness. Based on a survey of Taiwanese college students, we found that the cell phone supplements the fixed telephone as a means of strengthening users’ family bonds, expanding their psychological neighborhoods, and facilitating symbolic proximity to the people they call. Thus, the cell phone has evolved from a luxury for businesspeople into an important facilitator of many users’ social relationships. For the poorly connected socially, the cell phone offers a unique advantage: it confers instant membership in a community. Finally, gender was found to mediate how users exploit the cell phone to maintain social ties.

Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures

Article

Full-text available

Aug 2013

The cognitive skills required for successful knowledge retention may be influenced by meditation training. The current studies examined the effects of meditation on the knowledge retention of students. In three experimental studies, participants from three introductory psychology courses randomly received either brief meditation training or rest, listened to a class lecture, then took a post-lecture quiz that assessed students’ knowledge of the lecture material. The results indicated that meditation improved students’ retention of the information conveyed during the lecture in each of the three experiments. Mood, relaxation, and class interest were not affected by the meditation training. Limitations and implications are discussed.

Laptop multitasking hinders classroom learning for both users and nearby peers

Article

Full-text available

Dec 2013
COMPUT EDUC

Laptops are commonplace in university classrooms. In light of cognitive psychology theory on costs associated with multitasking, we examined the effects of in-class laptop use on student learning in a simulated classroom. We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compared to those who were not. The results demonstrate that multitasking on a laptop poses a significant distraction to both users and fellow students and can be detrimental to comprehension of lecture content.

Feedback and Self-Regulated Learning: A Theoretical Synthesis

Article

Full-text available

Sep 1995

Self-regulated learning (SRL) is a pivot upon which students’ achievement turns. We explain how feedback is inherent in and a prime determiner of processes that constitute SRL, and review areas of research that elaborate contemporary models of how feedback functions in learning. Specifically, we begin by synthesizing a model of self-regulation based on contemporary educational and psychological literatures. Then we use that model as a structure for analyzing the cognitive processes involved in self-regulation, and for interpreting and integrating findings from disparate research traditions. We propose an elaborated model of SRL that can embrace these research findings and that spotlights the cognitive operation of monitoring as the hub of self-regulated cognitive engagement. The model is then used to reexamine (a) recent research on how feedback affects cognitive engagement with tasks and (b) the relation among forms of engagement and achievement. We conclude with a proposal that research on feedback and research on self-regulated learning should be tightly coupled, and that the facets of our model should be explicitly addressed in future research in both areas.

The Relationship Between Cell Phone Use, Physical and Sedentary Activity, and Cardiorespiratory Fitness in a Sample of U.S. College Students

Article

Full-text available

Jun 2013
INT J BEHAV NUTR PHY

Today's cell phones increase opportunities for activities traditionally defined as sedentary behaviors (e.g., surfing the internet, playing video games). People who participate in large amounts of sedentary behaviors, relative to those who do not, tend to be less physically active, less physically fit, and at greater risk for health problems. However, cell phone use does not have to be a sedentary behavior as these devices are portable. It can occur while standing or during mild-to-moderate intensity physical activity. Thus, the relationship between cell phone use, physical and sedentary activity, and physical fitness is unclear. The purpose of this study was to investigate these relationships among a sample of healthy college students. Participants were first interviewed about their physical activity behavior and cell phone use. Then body composition was assessed and the validated self-efficacy survey for exercise behaviors completed. This was followed by a progressive exercise test on a treadmill to exhaustion. Peak oxygen consumption (VO2 peak) during exercise was used to measure cardiorespiratory fitness. Hierarchical regression was used to assess the relationship between cell phone use and cardiorespiratory fitness after controlling for sex, self-efficacy, and percent body fat. Interview data was transcribed, coded, and Chi-square analysis was used to compare the responses of low and high frequency cell phone users. Cell phone use was significantly (p=0.047) and negatively (ß= -0.25) related to cardio respiratory fitness independent of sex, self-efficacy, and percent fat which were also significant predictors (p<0.05). Interview data offered several possible explanations for this relationship. First, high frequency users were more likely than low frequency users to report forgoing opportunities for physical activity in order to use their cell phones for sedentary behaviors. Second, low frequency users were more likely to report being connected to active peer groups through their cell phones and to cite this as a motivation for physical activity. Third, high levels of cell phone use indicated a broader pattern of sedentary behaviors apart from cell phone use, such as watching television. Cell phone use, like traditional sedentary behaviors, may disrupt physical activity and reduce cardiorespiratory fitness.

On the Use of Cell Phones and Other Electronic Devices in the Classroom: Evidence From a Survey of Faculty and Students

Article

Full-text available

Jan 2012
J Educ Bus

The authors investigated faculty and student perceptions regarding the use of cell phones and other electronic devices in the classroom. Students differed markedly from faculty, with students exhibiting much greater acceptance of in-class use of technology. Among students, the authors found that gender affected perceptions. Specifically, male students were more accepting of in-class use of technology than were female students. Also, graduate students were more disturbed by off-task use of laptop computers in class than their undergraduate counterparts. This research should be of interest to postsecondary educators and administrators in attempting to bridge the student-faculty generation gap, and in formulating policies regarding the use of electronic devices in the classroom.

The Power of Testing Memory Basic Research and Implications for Educational Practice

Article

Full-text available

Sep 2006

A powerful way of improving one's memory for material is to be tested on that material. Tests enhance later retention more than additional study of the material, even when tests are given without feedback. This surpris- ing phenomenon is called the testing effect, and although it has been studied by cognitive psychologists sporadically over the years, today there is a renewed effort to learn why testing is effective and to apply testing in educational settings. In this article, we selectively review laboratory studies that reveal the power of testing in improving re- tention and then turn to studies that demonstrate the basic effects in educational settings. We also consider the related concepts of dynamic testing and formative assess- ment as other means of using tests to improve learning. Finally, we consider some negative consequences of testing that may occur in certain circumstances, though these negative effects are often small and do not cancel out the large positive effects of testing. Frequent testing in the classroom may boost educational achievement at all levels of education. In contemporary educational circles, the concept of testing has a dubious reputation, and many educators believe that testing is overemphasized in today's schools. By ''testing,'' most com- mentators mean using standardized tests to assess students. During the 20th century, the educational testing movement produced numerous assessment devices used throughout edu- cation systems in most countries, from prekindergarten through graduate school. However, in this review, we discuss primarily the kind of testing that occurs in classrooms or that students engage in while studying (self-testing). Some educators argue

Mindfulness: a proposed operational definition

Article

Jan 2011
CLIN PSYCHOL-SCI PR

Psychometric Theory

Article

Jan 1994

Technology Use, Self-Directed Learning, Student Engagement and Academic Performance: Examining the Interrelations

Article

Oct 2016
COMPUT HUM BEHAV

Mindfulness: A Proposed Operational Definition

Article

Aug 2004

In-class distractions: The role of Facebook and the primary learning task

Article

Dec 2014
COMPUT HUM BEHAV

While laptops and other Internet accessible technologies facilitate student learning in the classroom, they also increase opportunities for interruptions from off-task social networking sites such as Facebook (FB). A small number of correlational studies have suggested that FB has a detrimental effect on learning performance, however; these studies had neglected to investigate student-engagement in the primary learning task and how this affects task-switching to goal-irrelevant FB intrusions (distractions); and how purposeful deployment of attention to FB (goal-relevant interruptions) affect lecture comprehension on such tasks. This experiment fills a gap in the literature by manipulating lecture interest-value and controls for duration of FB exposure, time of interruption, FB material and the order of FB posts. One hundred and fifty participants were randomly allocated to one of six conditions: (A) no FB intrusions, high-interest (HI) lecture; (B) no FB intrusions, low-interest (LI) lecture (C) goal-relevant FB intrusions, HI lecture (D) goal-relevant FB intrusions, LI lecture (E) goal-irrelevant FB intrusions, HI lecture (F) goal-irrelevant FB intrusions, LI lecture. As predicted, participants were more susceptible to FB distractions when the primary learning task was of low-interest. The study also found that goal-relevant FB intrusions significantly reduced HI lecture comprehension compared to the control condition (A). The results highlight the need for recourses that will help educators increase student engagement with their learning task. Implications for future research are discussed.

Validation of the Mindful Attention Awareness Scale in a cancer population

Article

Jan 2005
J PSYCHOSOM RES

Objectives: This study examined the construct and criterion validity of the Mindful Attention Awareness Scale (MAAS) in cancer outpatients, using matched community members as controls. Methods: Cancer outpatients (n = 122) applying for enrollment in a mindfulness-based stress reduction (MBSR) program completed the MAAS and measures of mood disturbance and stress. Local community members (n = 122) matched to the patients on gender, age, and education level completed the same measures. Results: The single-factor structure of the MAAS was invariant across the groups. Higher MAAS scores were associated with lower mood disturbance and stress symptoms in cancer patients, and the structure of these relations was invariant across groups. Conclusions: The MAAS appears to have appropriate application in research examining the role of mindfulness in the psychological well-being of cancer patients, with or without comparisons to nonclinical controls. (c) 2005 Elsevier Inc. All rights reserved.

Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning

Article

May 2015

This study examined mobile phone use in the classroom by using an experimental design to study how message content (related or unrelated to class lecture) and message creation (responding to or creating a message) impact student learning. Participants in eight experimental groups and a control group watched a video lecture, took notes, and completed tests of student learning. The control and relevant message groups earned a 10–17% higher letter grade, scored 70% higher on recalling information, and scored 50% higher on note-taking than students who composed tweets or responded to irrelevant messages. Sending/receiving messages unrelated to class content negatively impacted learning and note-taking, while related messages did not appear to have a significant negative impact.

Drawn to Distraction:A Qualitative Study of Off-Task Use of Educational Technology

Article

Sep 2015
COMPUT EDUC

Jesper Aagaard

Today's educational system increasingly integrates digital devices such as laptops and tablets in the classroom on the assumption that the use of these technologies will increase student motivation and learning. However, research shows that students often use technologies for distractive purposes like off-task activity and multitasking. Few studies address the processes involved in this activity. This article offers a postphenomenologically informed qualitative study of students' off-task use of technology during class. Building on interviews with students in a Danish business college about their off-task technology use, findings suggest that off-task activity is not always a conscious choice. Because of deeply sedimented bodily habits, students often experience habitual distraction in the form of prereflective attraction towards certain frequently visited websites (e.g., Facebook). Laptops are experienced as endowed with an attractive allure that “pulls you in”. Students sometimes go as far as closing the lids of their laptops to avoid this habitual distraction. Theoretical and practical implications are discussed.

Cyber-slacking in the classroom: Potential for digital distraction in the new age

Article

Mar 2015
COMPUT EDUC

In the modern world of constant connectivity, it is difficult to detach students from technology. Today, we walk into classrooms that are filled with computers and Ethernet plugs. Students are carrying laptops, smartphones, and other devices into classrooms for their learning needs. Although technology in classroom has its benefits, many students constantly succumb to its use during class for non-class related purposes, thereby impacting their learning. This study draws upon the augmented version of the theory of planned behavior, social learning theory and the pedagogical literature to investigate the factors influencing students' attitudes and intentions to use technology during class for non-class related purposes. The hypothesized model was validated by conducting a survey to collect the data and using partial least squares for analysis. The results demonstrate that students' attitudes are influenced by student consumerism, escapism, lack of attention, cyber-slacking anxiety, and distraction by others' cyber-slacking behavior. Further, lack of attention is shaped by intrinsic and extrinsic motivation, class engagement, and apathy towards course material. Theoretical and practical implications of the findings are discussed.

Exploring the Relationships between College Students’ Cell Phone Use, Personality and Leisure

Article

Feb 2015
COMPUT HUM BEHAV

College students are more likely to use their cell phones for leisure than for school or work. Because leisure is important for health and well-being, and cell phone use has been associated with mental and physical health, the relationship between cell phone use and leisure should be better understood. This research classified college students into distinct groups based on their cell phone use and personality traits, and then compared each group’s leisure experiences. Methods: A random sample of students (N = 454) completed validated surveys assessing personality (Big 5) and dimensions of the leisure experience (boredom, challenge, distress, awareness). Cell phone use and demographics were also assessed. Results: A cluster analysis produced a valid, three-group solution: a “High Use” group characterized primarily by cell phone use (over 10 h/day), and two Low Use groups (3 h/day) characterized by divergent personalities (extroverted and introverted). ANOVA compared each group’s leisure experiences and found the “Low Use Extrovert” had significantly less boredom, greater preference for challenge, and greater awareness of opportunities and benefits than the other groups (p < .01). The “High Use” group experienced significantly more leisure distress than the other groups (p < .05). Implications for health and well-being are discussed.

Out of sight is not out of mind: The impact of restricting wireless mobile device use on anxiety levels among low, moderate and high users

Article

Aug 2014
COMPUT HUM BEHAV

Overuse of wireless mobile devices (WMDs) may be associated with a form of psychological dependency, of which a prominent feature may be anxiety arising from separation from these devices. College students, who are among the most avid consumers of WMDs, might be susceptible to the negative effects of WMD overuse. The present study examined anxiety in American college students when their WMDs were unexpectedly not available. Upon arrival, approximately one half of the 163 participants were randomly assigned to have their WMDs removed from their possession; the other half was allowed to keep their WMDs but were required to turn them off and place them out of sight. Participants were forced to sit quietly with no distractions during the study. The state portion of the State/Trait Anxiety Inventory (STAI) was administered three times, 20 min apart, beginning 10 min after the participants entered the room. The results showed that participants felt significantly more anxious over time. However, this pattern was evident only with heavy WMD users and with moderate WMD users whose devices were taken away. Dependency upon WMDs, mediated by an unhealthy connection to their constant use, may lead to increased anxiety when the device is absent.

iDisorder: understanding our obsession with technology and overcoming its hold on us

Article

Nov 2013

Anthony

Texting as a distraction to learning in college students

Article

Jul 2014
COMPUT HUM BEHAV

Texting has been shown to be cognitively distracting for students in lecture settings, but few have done empirical work, or looked at moderating effects between texting and academic outcomes. This experimental study compared the proportion of correct answers on a lecture quiz between students who were randomly assigned to text message during a pre-recorded lecture and those who were not, while investigating possible moderators. The participants who text messaged throughout the lecture scored significantly lower in percent of correct responses (t(95) = −4.6, p < .001, d = .93). No moderating effects were found, including: perceived distraction, perceived texting ability, number of text messages sent and received during the lecture, age, and gender.

Feedback and self-regulated learning: A therethical synthesis

Article

Jan 1965

Phantom vibrations among undergraduates: Prevalence and associated psychological characteristics

Article

Jul 2012
COMPUT HUM BEHAV

‘Phantom vibration syndrome,’ or perceived vibrations from a device that is not really vibrating, is a recent psychological phenomenon that has attracted the attention of the media and medical community. Most (89%) of the 290 undergraduates in our sample had experienced phantom vibrations, and they experienced them about once every two weeks, on average. However, few found them bothersome. Those higher in conscientiousness experienced phantom vibrations less frequently, and those who had strong reactions to text messages (higher in the emotional reaction subscale of text message dependence) were more bothered by phantom vibrations. These findings suggest that targeting individuals’ emotional reactions to text messages might be helpful in combating the negative consequences of both text message dependency and phantom vibrations. However, because few young adults were bothered by these phantom vibrations or made attempts to stop them, interventions aimed at this population may be unnecessary.

Everyday Attention: Variation in Mind Wandering and Memory in a Lecture

Article

Mar 2012
APPL COGNITIVE PSYCH

Understanding the factors underlying variation in attentional state is critical in a number of domains. Here, we investigate the relation between time on task and mind wandering (i.e., a state of decoupled attention) in the context of a lecture. Lectures are the primary means of knowledge transmission in post secondary education rendering an understanding of attentional variations in lectures a pressing practical concern. We report two experiments wherein participants watched a video recorded lecture either alone (Experiment 1) or in a classroom context (Experiment 2). Participants responded to mind wandering probes at various times in the lecture in an effort to track variations in mind wandering over time. In addition, following the lecture, memory for the lecture material was tested. Results demonstrate that in a lecture mind wandering increases with time on task and memory for the lecture material decreases. In addition, there was a significant relation between mind wandering and memory for lecture material. Theoretical and practical applications of the present results are discussed.

Integrating Technology into the Classroom: Eight Keys to Success

Article

Jan 2002
J Inform Tech Teach Educ

There are many issues related to the successful use of technology in the classroom. Some of the more salient include securing necessary annual funding, the development of dynamic plans, and decisions concerning platforms, hardware, T1 lines, software, and so forth. While these are perhaps the most obvious considerations, an often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is a less than obvious one...the teacher. While attention to choosing the appropriate hardware and software for the classroom is prerequisite, it is the skill and attitude of the teacher that determines the effectiveness of technology integration into the curriculum.

MMPI2: Minnesota Multiphasic Personality Inventory2: Manual for administration and scoring

Article

Jan 1989
BIOL PSYCHIAT

MMPI2: Assessing personality and psychopathology

Article

Jan 1990

J. R. Graham

Daydreaming and its correlates in an educational environment

Article

Apr 2011
LEARN INDIVID DIFFER

The experience of daydreaming is familiar to all, yet daydreaming and its correlates in an educational context have yet to be adequately explored. This study investigated academic and other potential correlates of task-unrelated images and thoughts (TUITs) during lectures. 463 undergraduate psychology students participated across three lecture sessions. During lectures, an auditory probe was sounded five times; alerting participants to record whether they were experiencing a TUIT at that moment. Results revealed significant negative correlations between TUIT frequency and age, detail of notes taken and course interest. Also, those seated in the front third of the lecture experienced significantly fewer TUITs. Furthermore, as TUIT frequency increased, there was a trend towards poorer performance in course examinations, which measure the learning of lecture-based content.

Motivational, Emotional, and Behavioral Correlates of Fear of Missing Out

Article

Jul 2013
COMPUT HUM BEHAV

Author's personal copy Facebook and texting made me do it: Media-induced task-switching while studying

Article

May 2013
COMPUT HUM BEHAV

a b s t r a c t Electronic communication is emotionally gratifying, but how do such technological distractions impact academic learning? The current study observed 263 middle school, high school and university students studying for 15 min in their homes. Observers noted technologies present and computer windows open in the learning environment prior to studying plus a minute-by-minute assessment of on-task behavior, off-task technology use and open computer windows during studying. A questionnaire assessed study strategies, task-switching preference, technology attitudes, media usage, monthly texting and phone call-ing, social networking use and grade point average (GPA). Participants averaged less than six minutes on task prior to switching most often due to technological distractions including social media, texting and preference for task-switching. Having a positive attitude toward technology did not affect being on-task during studying. However, those who preferred to task-switch had more distracting technologies avail-able and were more likely to be off-task than others. Also, those who accessed Facebook had lower GPAs than those who avoided it. Finally, students with relatively high use of study strategies were more likely to stay on-task than other students. The educational implications include allowing students short ''tech-nology breaks'' to reduce distractions and teaching students metacognitive strategies regarding when interruptions negatively impact learning.

No increased sensitivity in brain activity of adolescents exposed to mobile phone-like emissions

Article

Feb 2013

OBJECTIVE: To examine the potential sensitivity of adolescents to radiofrequency electromagnetic field (RF EMF) exposures, such as those emitted by mobile phones. METHODS: In a double-blind, randomized, crossover design, 22 adolescents aged 11-13 years (12 males) underwent three experimental sessions in which they were exposed to mobile phone-like RF EMF signals at two different intensities, and a sham session. During exposure cognitive tasks were performed and waking EEG was recorded at three time-points subsequent to exposure (0, 30 and 60 min). RESULTS: No clear significant effects of RF EMF exposure were found on the waking EEG or cognitive performance. CONCLUSIONS: Overall, the current study was unable to demonstrate exposure-related effects previously observed on the waking EEG in adults, and also provides further support for a lack of an influence of mobile phone-like exposure on cognitive performance. SIGNIFICANCE: Adolescents do not appear to be more sensitive than adults to mobile phone RF EMF emissions.

The Impact of Mobile Phone Usage on Student Learning

Article

Jul 2013
Comm Educ

In this study, we examined the impact of mobile phone usage, during class lecture, on student learning. Participants in three different study groups (control, low-distraction, and high-distraction) watched a video lecture, took notes on that lecture, and took two learning assessments after watching the lecture. Students who were not using their mobile phones wrote down 62% more information in their notes, took more detailed notes, were able to recall more detailed information from the lecture, and scored a full letter grade and a half higher on a multiple choice test than those students who were actively using their mobile phones. Theoretical and pedagogical implications are discussed.

Effects of classroom cell phone use on expected and actual learning

Article

Jun 2012
Coll Student J

Psychometric Theory

Book

Jan 1994

(Publisher-supplied data) The classic text is Psychometric Theory. Like the previous edition, this text is designed as a comprehensive text in measurement for researchers and for use in graduate courses in psychology, education and areas of business such as management and marketing. It is intended to consider the broad measurement problems that arise in these areas and is written for a reader who needs only a basic background in statistics to comprehend the material. It also combines classical procedures that explain variance with modern inferential procedures.

The Effects of Cell Phone Use and Emotion-regulation Style on College Students' Learning

Abstract

No full-text available

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