Award Date

5-1-2022

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Educational Psychology, Leadership, and Higher Education

First Committee Member

Lisa Bendixen

Second Committee Member

Kendall Hartley

Third Committee Member

Jonathan Hilpert

Fourth Committee Member

Andreas Stefik

Number of Pages

90

Abstract

The implications of the presence and usage of smartphone technology in learning contexts are not fully understood. Self-regulated learning (SRL) theory offers a theoretical framework in which smartphone use can be explored. Researchers have recently developed a measure of smartphone use while studying, the Smartphone and Learning Inventory (SALI) (Hartley et al., 2020b). The present study is an exploratory qualitative analysis designed to compare open-ended responses to the 3-factor structure of the SALI. A thematic analysis of open-ended responses from a sample of preservice teachers was conducted. The purpose of the current research is to explore themes that may represent experiences related to smartphone use while studying, as well as smartphone-related multitasking behaviors. Key findings are discussed in terms of their implications for the future development of the SALI.

Keywords

Epistemology; Media Multitasking; Metacognition; Motivation; Self-Regulated Learning

Disciplines

Education | Educational Psychology

File Format

pdf

File Size

1220 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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