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Digital self-control interventions for distracting media multitasking. A systematic review
Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Journal of Computer Assisted Learning | 2021
41560 Endnote
Autor*innen:
Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik
Titel:
Digital self-control interventions for distracting media multitasking. A systematic review
In:
Journal of Computer Assisted Learning, 37 (2021) 5, S. 1217-1231
DOI:
10.1111/jcal.12581
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jcal.12581
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Digitale Medien; Smartphone; Mediennutzung; Ablenkung; Selbstkontrolle; Intervention; Wirkung; Systematic Review
Abstract:
Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard to get red rid of. Various digital self-control interventions promise support to alleviate the negative impact of digital distractions. These interventions use different approaches, such as the blocking of apps and websites, goal setting, or visualizations of device usage statistics. While many apps and browser extensions make use of these features, little is known about their effectiveness. This systematic review synthesizes the current research to provide insights into the effectiveness of the different kinds of interventions. From a search of the 'ACM', 'Springer Link', 'Web of Science', 'IEEE Xplore' and 'Pubmed' databases, we identified 28 digital self-control interventions. We categorized these interventions according to their features and their outcomes. The interventions showed varying degrees of effectiveness, and especially interventions that relied purely on increasing the participants' awareness were barely effective. For those interventions that sanctioned the use of distractions, the current literature indicates that the sanctions have to be sufficiently difficult to overcome, as they will otherwise be quickly dismissed. The overall confidence in the results is low, with small sample sizes, short study duration, and unclear study contexts. From these insights, we highlight research gaps and close with suggestions for future research. (DIPF/Orig.)
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Mathematics motivation in students with low cognitive ability. A longitudinal study of motivation […]
Tracey, Danielle; Morin, Alexander J. S.; Pekrun, Reinhard; Arens, A. Katrin; Murayama, Kou; […]
Zeitschriftenbeitrag
| In: American Journal on Intellectual and Developmental Disabilities | 2020
39942 Endnote
Autor*innen:
Tracey, Danielle; Morin, Alexander J. S.; Pekrun, Reinhard; Arens, A. Katrin; Murayama, Kou; Lichtenfeld, Stephanie; Frenzel, Anne C.; Goetz, Thomas; Maïano, Christophe
Titel:
Mathematics motivation in students with low cognitive ability. A longitudinal study of motivation and relations with effort, self-regulation, and grades
In:
American Journal on Intellectual and Developmental Disabilities, 125 (2020) 2, S. 125-147
DOI:
10.1352/1944-7558-125.2.125
URL:
https://www.aaiddjournals.org/doi/10.1352/1944-7558-125.2.125
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Schüler; Motivation; Kognitive Kompetenz; Schulnote; Mathematikunterricht; Mathematische Kompetenz; Lernschwäche; Schuljahr 05:Schuljahr 08; Heranwachsender; Vergleichsuntersuchung; Altersunterschied; Erwartung; Leistung; Werturteil; Selbstkontrolle; Deutschland
Abstract:
Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics." Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades. (DIPF/Orig.)
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