Rethinking college students’ self-regulation and sustained attention: Does text messaging during class influence cognitive learning?
Abstract
This study investigated whether texting during class influences students' cognitive learning. A theoretical model was proposed to study the relationships among college students' self-regulation, texting during class, sustained attention to classroom learning, and cognitive learning (i.e., grade-oriented academic performance and experience-oriented cognitive learning). Using a cross-sectional survey sample (N=190), structural equation modeling analyses showed that texting during class partially mediates the effect of students' self-regulation on their sustained attention to classroom learning. In addition, students' sustained attention fully mediates the effect of their texting during class on experience-oriented learning. Thus, the results also suggest that self-regulated students are less likely to text during class and are more likely to sustain their attention to classroom learning, which, in turn, facilitates cognitive learning.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In Wei et al. (2012), students' sustained attention fully mediates the effect of in-class texting on experience-oriented learning.
“Moreover, students ' sustained attention fully mediates effect of in-class texting on experience-oriented learning.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Wei et al., 2012
In Wei et al. (2012), college students' self-regulation negatively related to text messaging use during class; text messaging use during class negatively related to student sustained attention to classroom learning.
“They found that college students ' self-regulation negatively related to text messaging use during class; text messaging use during class negatively related to student sustained attention to classroom learning.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Wei et al., 2012
In Wei et al. (2012), texting during class partially mediates the effect of students' self-regulation on their sustained attention to classroom learning.
“Structural equation modeling analysis found texting during class to partially mediate effect of students ' self-regulation on their sustained attention to classroom learning.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Wei et al., 2012
Three of 11 correlational studies found no relationship between media use during academic activities and overall grades or test scores.
“Three of 11 studies found no relationship (Clayson & Haley, 2013; Karpinski, Kirschner, Ozer, Mellott, & Ochwo, 2012 1 ; Wei, Wang, & Klausner, 2012),”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Wei et al., 2012
One study found no relationship between media use during academic activities and perceived learning.
“One study, however, found no relationship between media use during academic activities and perceived learning (Wei et al., 2012).”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Wei et al., 2012
All three correlational studies on ability to focus found that greater media use during academic activities was related to a perceived lower ability to focus, with correlations from -.23 to -.38.
“Second, all three correlational studies on the ability to focus on an academic activity found that greater media use during academic activities was related to a perceived lower ability to focus, r range = À.23 to À.38 (Calderwood, Ackerman, & Conklin, 2014;Fried, 2008;Wei et al., 2012).”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Wei et al., 2012
Cites
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788 · see citing works
Principles and Practice of Structural Equation Modeling
Tabri, N., & Elliott, C. M. (2012) · Canadian Graduate Journal of Sociology and Criminology · doi:10.15353/cgjsc.v1i1.3787 · Cited by 39,065 · see citing works
(1998) · Cited by 36,049 · see citing works
Beyond Baron and Kenny: Statistical Mediation Analysis in the New Millennium
Hayes, A. F. (2009) · Communication Monographs · doi:10.1080/03637750903310360 · Cited by 9,757 · see citing works
Levels of processing: A framework for memory research
Craik, F. I. M., & Lockhart, R. S. (1972) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(72)80001-x · Cited by 9,566 · see citing works
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956) · Cited by 9,342 · see citing works
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332 · see citing works
Shiffrin, R. M., & Schneider, W. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.127 · Cited by 7,335 · see citing works
Egeth, H. E., & Kahneman, D. J. (1975) · The American Journal of Psychology · doi:10.2307/1421603 · Cited by 6,976 · see citing works
High self-control predicts good adjustment, less pathology, better grades, and interpersonal success
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004) · Journal of Personality · doi:10.1111/j.0022-3506.2004.00263.x · Cited by 6,557 · see citing works
(2005) · Cited by 6,097 · see citing works
Social psychology: handbook of basic principles
(1997) · Choice Reviews Online · doi:10.5860/choice.34-3595 · Cited by 4,970 · see citing works
The Taxonomy of Educational Objectives
Seel, P. D. N. M. (2012) · Springer eBooks · doi:10.1007/978-1-4419-1428-6_6027 · Cited by 4,115 · see citing works
Costs of a predictible switch between simple cognitive tasks.
Rogers, R. D., & Monsell, S. (1995) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.124.2.207 · Cited by 3,170 · see citing works
Taxonomy of educational objectives
(2014) · Encyclopedia of Educational Theory and Philosophy · doi:10.4135/9781483346229.n326 · Cited by 2,480 · see citing works
Self-discipline outdoes IQ in predicting academic performance of adolescents.
Duckworth, A. L., & Seligman, M. E. P. (2005) · Psychological Science · doi:10.1111/j.1467-9280.2005.01641.x · Cited by 2,253 · see citing works
Self-Regulated Learning and Academic Achievement
Zimmerman, B. J., & Schunk, D. H. (1989) · Springer series in cognitive development · doi:10.1007/978-1-4612-3618-4 · Cited by 1,885 · see citing works
Executive control of cognitive processes in task switching
Rubinstein, J. S., Meyer, D. E., & Evans, J. E. (2001) · Journal of Experimental Psychology: Human Perception and Performance · doi:10.1037//0096-1523.27.4.763 · Cited by 1,207 · see citing works
Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis
Zimmerman, B. J. (2013) · doi:10.4324/9781410601032-5 · Cited by 1,139 · see citing works
Handbook of Individual Differences, Learning, and Instruction
Jonassen, D. H., & Grabowski, B. L. (2012) · Routledge eBooks · doi:10.4324/9780203052860 · Cited by 938 · see citing works
Jersild, A. T. (2019) · Cited by 634 · see citing works
Handbook of individual differences, learning, and instruction.
Yeo, S. (2010) · Korean Journal of Medical Education · doi:10.3946/kjme.2010.22.2.151 · Cited by 510 · see citing works
Working memory and the control of action: Evidence from task switching
Baddeley, A., Chincotta, D., & Adlam, A. (2001) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.130.4.641 · Cited by 494 · see citing works
A meta‐analytical review of the relationship between teacher immediacy and student learning
Witt, P. L., Wheeless, L. R., & Allen, M. R. (2004) · Communication Monographs · doi:10.1080/036452042000228054 · Cited by 491 · see citing works
Communication in the classroom: Power and motivation
RICHMOND, V. P. (1990) · Communication Education · doi:10.1080/03634529009378801 · Cited by 441 · see citing works
Wickens, C. D., & McCarley, J. S. (2019) · CRC Press eBooks · doi:10.1201/9780429059261 · Cited by 341 · see citing works
The Use of Exploratory Factor Analysis and Principal Components Analysis in Communication Research
Park, H. S., Dailey, R. M., & Lemus, D. R. (2002) · Human Communication Research · doi:10.1111/j.1468-2958.2002.tb00824.x · Cited by 286 · see citing works
Wickens, C. D., & McCarley, J. S. (2007) · CRC Press eBooks · doi:10.1201/9781420063363 · Cited by 271 · see citing works
Roeser, R. W., & PECK, S. C. (2009) · Educational Psychologist · doi:10.1080/00461520902832376 · Cited by 265 · see citing works
Automaticity in social psychology.
Bargh, J. A. (1996) · Cited by 265 · see citing works
Perceptions of Mobile Phones in College Classrooms: Ringing, Cheating, and Classroom Policies
Campbell, S. W. (2006) · Communication Education · doi:10.1080/03634520600748573 · Cited by 261 · see citing works
Psychology of self-regulation: Cognitive, affective, and motivational processes.
Forgas, J. P., Baumeister, R. F., & Tice, D. M. (2011) · Cited by 231 · see citing works
Power in the classroom VII: Linking behavior alteration techniques to cognitive learning
RICHMOND, V. P., McCroskey, J. C., Kearney, P., & Plax, T. G. (1987) · Communication Education · doi:10.1080/03634528709378636 · Cited by 225 · see citing works
Do children's attention processes mediate the link between family predictors and school readiness?
NICHD Early Child Care Research Network (2003) · Developmental Psychology · doi:10.1037/0012-1649.39.3.581 · Cited by 218 · see citing works
Switching tasks and attention policies.
Gopher, D., Armony, L., & Greenshpan, Y. (2000) · Journal of Experimental Psychology General · doi:10.1037//0096-3445.129.3.308 · Cited by 216 · see citing works
Unwillingness-to-communicate and college students’ motives in SMS mobile messaging
Leung, L. W. (2006) · Telematics and Informatics · doi:10.1016/j.tele.2006.01.002 · Cited by 198 · see citing works
Madell, D. E., & Muncer, S. J. (2007) · CyberPsychology & Behavior · doi:10.1089/cpb.2006.9980 · Cited by 181 · see citing works
Do intelligence and sustained attention interact in predicting academic achievement?
Steinmayr, R., Ziegler, M., & Träuble, B. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.10.009 · Cited by 163 · see citing works
The Relationship Between “Textisms” and Formal and Informal Writing Among Young Adults
Rosen, L. D., Chang, J., Erwin, L. M., et al. (2010) · Communication Research · doi:10.1177/0093650210362465 · Cited by 132 · see citing works
Using texting to support students’ transition to university
Harley, D., Winn, S., Pemberton, S., & Wilcox, P. (2007) · Innovations in Education and Teaching International · doi:10.1080/14703290701486506 · Cited by 131 · see citing works
The revised learning indicators scale
Frymier, A. B., & Houser, M. L. (1999) · Communication Studies · doi:10.1080/10510979909388466 · Cited by 121 · see citing works
Beck, A. F., Bennett, P., & Wall, P. (2013) · Routledge eBooks · doi:10.4324/9781315015675 · Cited by 120 · see citing works
Texting as a life phase medium
Ling, R. (2010) · Journal of Computer-Mediated Communication · doi:10.1111/j.1083-6101.2010.01520.x · Cited by 113 · see citing works
Is teacher immediacy actually related to student cognitive learning?
Hess, J. A., Smythe, M., & 451, C. (2001) · Communication Studies · doi:10.1080/10510970109388554 · Cited by 110 · see citing works
Schrodt, P., Witt, P. L., Turman, P. D., Myers, S. A., Barton, M. H., & Jernberg, K. A. (2009) · Communication Education · doi:10.1080/03634520902926851 · Cited by 95 · see citing works
Failures of attention in selective listening.
Broadbent, D. Ε. (1952) · Journal of Experimental Psychology · doi:10.1037/h0057163 · Cited by 90 · see citing works
Teacher immediacy, confidence testing, and the measurement of cognitive learning
King, P., & Witt, P. (2009) · Communication Education · doi:10.1080/03634520802511233 · Cited by 86 · see citing works
Wei, F. F., & Wang, Y. (2010) · Communication Education · doi:10.1080/03634523.2010.496092 · Cited by 82 · see citing works
Self-citationMobile communication and social capital: an analysis of geographically differentiated usage patterns
Campbell, S. W., & Kwak, N. (2010) · New Media & Society · doi:10.1177/1461444809343307 · Cited by 79 · see citing works
Schmeichel, B. J., & Baumeister, R. F. (2010) · The MIT Press eBooks · doi:10.7551/mitpress/9780262013840.003.0002 · Cited by 78 · see citing works
Using text messaging to support administrative communication in higher education
Naismith, L. M. (2007) · Active Learning in Higher Education · doi:10.1177/1469787407078000 · Cited by 75 · see citing works
Reaction time in focused and in divided attention.
Ninio, A., & Kahneman, D. J. (1974) · Journal of Experimental Psychology · doi:10.1037/h0037202 · Cited by 72 · see citing works
Nworie, J., & Haughton, N. (2008) · TechTrends · doi:10.1007/s11528-008-0197-y · Cited by 60 · see citing works
The psychology of self-regulation: An introductory review.
Forgas, J. P., Baumeister, R. F., & Tice, D. M. (2009) · doi:10.4324/9780203837962-6 · Cited by 58 · see citing works
Invasion of the Classroom Cell Phones.
Gilroy, M. (2004) · Education Digest: Essential Readings Condensed for Quick Review · Cited by 49 · see citing works
Working memory capacity modulates task performance but has little influence on task choice
Butler, K. M., Arrington, C. M., & Weywadt, C. R. (2010) · Memory & Cognition · doi:10.3758/s13421-010-0055-y · Cited by 41 · see citing works
Lin, A. M. Y., & Tong, A. (2007) · Continuum · doi:10.1080/10304310701278165 · Cited by 40 · see citing works
Jones, G., Edwards, G., & Reid, A. D. (2009) · Research in Learning Technology · doi:10.3402/rlt.v17i3.10877 · Cited by 34 · see citing works
Jones, G., Edwards, G., & Reid, A. D. (2009) · ALT-J · doi:10.1080/09687760903247625 · Cited by 34 · see citing works
Cellular Telephone Use: A Survey Of College Business Students
Braguglia, K. H. (2008) · Journal of College Teaching & Learning (TLC) · doi:10.19030/tlc.v5i4.1279 · Cited by 33 · see citing works
Self-Regulation as a Limited Resource Strength Model of Control and Depletion
Forgas, J. P., Baumeister, R. F., & Tice, D. M. (2009) · doi:10.4324/9780203837962-8 · Cited by 31 · see citing works
Day, J. M., & Kumar, M. D. R. (2010) · Decision Sciences Journal of Innovative Education · doi:10.1111/j.1540-4609.2009.00247.x · Cited by 27 · see citing works
Walker, P. J. (2008) · Indiana Magazine of History (Indiana University) · Cited by 26 · see citing works
Construct system development and dimensions of judgment
Shepherd, G. J., & Trank, D. M. (1992) · Southern Communication Journal · doi:10.1080/10417949209372876 · Cited by 12 · see citing works
Harper, B., & Hughey, J. D. (1986) · Communication Education · doi:10.1080/03634528609388333 · Cited by 10 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
The Impact of Mobile Phone Usage on Student Learning
Kuznekoff, J. H., & Titsworth, S. (2013) · Communication Education · doi:10.1080/03634523.2013.767917 · Cited by 417 · see citing works
The consequences of media multitasking for youth: A review
van der Schuur, W. A., Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.06.035 · Cited by 370 · see citing works
May, K. E., & Elder, A. D. (2018) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-018-0096-z · Cited by 287 · see citing works
Kuznekoff, J. H., Munz, S., & Titsworth, S. (2015) · Communication Education · doi:10.1080/03634523.2015.1038727 · Cited by 196 · see citing works
Make it our time: In class multitaskers have lower academic performance
Bellur, S., Nowak, K. L., & Hull, K. S. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.06.027 · Cited by 149 · see citing works
Clayson, D. E., & Haley, D. A. (2013) · Journal of Marketing Education · doi:10.1177/0273475312467339 · Cited by 68 · see citing works
Media Multitasking: A Bibliometric Approach and Literature Review
Beuckels, E., Ye, G., Hudders, L., & Cauberghe, V. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.623643 · Cited by 56 · see citing works
Terry, C. A., Mishra, P., & Roseth, C. J. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.08.009 · Cited by 53 · see citing works
- Authors
- Wei, F.-Y. F., Wang, Y. K., & Klausner, M.
- Affiliations
- University of Pittsburgh (US)
- Corresponding author
- Wei, Fang-Yi Flora
- ORCID
- Wang, Y. Ken
- Venue
- Communication Education
- Publisher
- Informa UK Limited
- Published
- 2012-04-04
- Volume
- 61
- Issue
- 3
- Pages
- 185-204
- ISSN
- 0363-4523 (ISSN-L)
- 1479-5795
- OpenAlex
- W2117680675
- Cited by
- 202
- References
- 65
- Citations by year
- 2026: 2 · 2025: 10 · 2024: 9 · 2023: 8 · 2022: 13 · 2021: 18 · 2020: 18 · 2019: 20 · 2018: 24 · 2017: 15 · 2016: 13 · 2015: 19 · 2014: 23 · 2013: 9 · 2012: 1
- FWCI
- 46.04
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Communication Education (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
- Social Sciences › Education › Innovations in Educational Methods
- Keywords
- self-regulation, sustained attention, cognitive learning, academic performance, university students, mediating effect
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
