Master of Science (MS)
Educational Psychology, Leadership, and Higher Education
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
Number of Pages
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.
Epistemology; Media Multitasking; Metacognition; Motivation; Self-Regulated Learning
Education | Educational Psychology
University of Nevada, Las Vegas
Daleiden, Bridget K., "Revisiting the Smartphone and Learning Inventory (SALI): Perspectives of Preservice Teachers" (2022). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4392.
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/