کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
4936960 1434542 2017 17 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The indirect relationship of media multitasking self-efficacy on learning performance within the personal learning environment: Implications from the mechanism of perceived attention problems and self-regulation strategies
ترجمه فارسی عنوان
رابطه غیرمستقیم خودکارآمدی چندرسانه ای بر عملکرد یادگیری در محیط یادگیری شخصی: پیامدهای مکانیسم توجه به مشکلات توجه و راهبردهای خود تنظیم
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
چکیده انگلیسی


- The theoretical framework of meta-attention is validated by 2nd order CFAs.
- Meta-attention includes Perceived Attention Problems and Self-Regulation Strategies.
- PAP and SRS predict courses grades in the Personal Learning Environment.
- Media Multitasking Self-Efficacy indirectly predict course grades via PAP and SRS.
- Strategy training and challenge to MMSE are suggested to avoid distraction in PLE.

Media multitasking, characterized by simultaneous engagement in multiple media forms, is prevalent among university students within the personal learning environment. However, those who think they are capable of multitasking usually overestimate their ability to perform the actual tasks. This study examined university students' learning performance from the perspectives of their media multitasking self-efficacy, perceived attention problems, and self-regulation strategies using the revised Online Learning Motivated Attention and Regulatory Strategies scale. Participants were 696 university students (275 males, 39.51%) in Taiwan. The author developed the media multitasking self-efficacy scale through open-ended interviews and pilot tested the measures using an exploratory factor analysis. The confirmatory factor analysis verified the uni-factor structure of the instrument. Second-order confirmatory factor analysis validated the two orthogonal higher-order constructs of perceived attention problems and self-regulation strategies as well as their subscales. Results from the multilevel structural equation model revealed significant negative indirect relationship between media multitasking self-efficacy and learning performance via both students' perceived attention problems and self-regulation strategies. Study findings have implications for prevention and intervention of university students' media-related attention problems and poor regulation strategy use within the personal learning environment.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 106, March 2017, Pages 56-72
نویسندگان
,