Smartphone Usage and Studying: Investigating Relationships between Type of Use and Self-Regulatory Skills

Abstract

The purpose of this study is to investigate the relationships between self-regulated learning skills and smartphone usage in relation to studying. It is unclear whether poor learning habits related to smartphone usage are unique traits or a reflection of existing self-regulated learning skills. The self-regulatory skills (a) regulation, (b) knowledge, and (c) management of cognition were measured and compared to the smartphone practices (a) multitasking, (b) avoiding distractions, and (c) mindful use. First-year undergraduates (n = 227) completed an online survey of self-regulatory skills and common phone practices. The results support the predictions that self-regulatory skills are negatively correlated with multitasking while studying and are positively correlated with distraction avoidance and mindful use of the phone. The management of cognition factor, which includes effort, time, and planning, was strongly correlated with multitasking (r = −0.20) and avoiding distractions (r = 0.45). Regulation of cognition was strongly correlated with mindful use (r = 0.33). These results support the need to consider the relationship between self-regulation and smartphone use as it relates to learning.