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Smartphone-Induced Digital Distractions: Using Social Cognitive Theory and Self-Regulated Learning to Frame the Challenge

Smartphone-Induced Digital Distractions: Using Social Cognitive Theory and Self-Regulated Learning to Frame the Challenge
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Author(s): Kendall Hartley (University of Nevada, Las Vegas, USA)
Copyright: 2022
Pages: 15
Source title: Digital Distractions in the College Classroom
Source Author(s)/Editor(s): Abraham Edward Flanigan (Georgia Southern University, USA) and Jackie HeeYoung Kim (Georgia Southern University, USA)
DOI: 10.4018/978-1-7998-9243-4.ch009

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Abstract

This chapter investigates smartphone-induced digital distractions through the lens of social cognitive theory and self-regulated learning. Social cognitive theory's reciprocal triarchic conceptualization is matched with the current role of the smartphone in the learning environment. Self-regulated learning is used to frame the challenges and opportunities presented by the smartphone. A final section suggests two opportunities for generating positive educational outcomes in light of social cognitive theory and self-regulated learning. The first is opportunity described as a reclamation of the dominant narrative regarding the educative role of personal technology. The second is the development of the individual learning scientist.

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