In-class multitasking and academic performance

By Reynol Junco. Computers in Human Behavior, 2012

369 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/116865b7ce7c59fe1a75ba6831642b90ab705aa6

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In Computer Science Applications

In Education

In Sociology and Political Science

Citations in the corpus

Comparing actual and self-reported measures of Facebook use (2013, background): “Researchers have examined how Facebook is related to various aspects of the college student experience including learning (Junco, 2012a; Kirschner & Karpinski, 2010; Kolek & Saunders, 2008; Pasek, More, & Hargittai, 2009), student engagement (Junco, 2012b), multitasking (Junco, 2012c; Junco &…”
Modelling smartphone addiction: The role of smartphone usage, self-regulation, general self-efficacy and cyberloafing in university students (2016, background): “In a study carried out with a big working group, it was found that social network usage and cyberloafing in the form of texting affected academic success (GPA) negatively (Junco, 2012).”
What type of content are smartphone users addicted to?: SNS vs. games (2016, background): “Multitasking while studying could lead to multiple negative consequences, including decreased academic performance (e.g., Junco, 2012; Pool, Koolstra, & van der Voort, 2003) and decreased recall of media content (e.g., Jeong& Hwang, 2012, 2015; Srivastava, 2013).”
Student class standing, Facebook use, and academic performance (2015, methodology): “Junco (2012b) developed the list by asking his Facebook network to identify activities they engage in on the site.”
Texting while stressed: Implications for students’ burnout, sleep, and well-being. (2013, background): “…of increased cell phone use have been considered in terms of a variety of domains such as social relationships (Kabat-Zinn, 2005), communication skills (Drouin & Davis, 2009), academic performance (Junco, 2012), and personal and public safety (Drews, Yazdani, Godfrey, Cooper, & Strayer, 2009).”
The myths of the digital native and the multitasker (2017, background): “1) and Lambert and Cuper (2008) who state that “preservice teachers need to use multimedia technologies within the context of students’ familiar, technologyrich living spaces” (p.”
To excel or not to excel: Strong evidence on the adverse effect of smartphone addiction on academic performance (2016, background): “Whether learning in class, studying outside class, or engaging in homework either alone or as a member of a team, most students t d to smartphone multitask (Jacobsen & Forste, 2011; Junco, 2012).”
Smartphones and Cognition: A Review of Research Exploring the Links between Mobile Technology Habits and Cognitive Functioning (2017, background): “…and Murphy, 2014; Lepp et al., 2014), instant messaging (Levine et al., 2007; Fox et al., 2009), social networking (Kirschner and Karpinski, 2010; Junco, 2012b; Karpinski et al., 2012; Paul et al., 2012), media multitasking (Junco, 2012a; Rosen et al., 2013; Sana et al., 2013), and general…”
Impact of mobile technology on student attitudes, engagement, and learning (2017, background): “Students may also be distracted by multitasking on devices and distract fellow students by their technology use (Bellur, Nowak, & Hull, 2015; Dietz & Henrich, 2014; Junco, 2012; Ravizza, Hambrick, & Fenn, 2014; Sana, Weston, & Cepeda, 2013).”
Dividing attention in the classroom reduces exam performance (2018, methodology): “These results (Fried, 2008; Jacobsen & Forste, 2011; Junco, 2012; Kraushaar & Novak, 2010; Ravizza et al., 2014, 2017) cannot rule out the plausible hypothesis that the students who are more likely to divide attention between academic and non-academic tasks in class are also more likely to do so out”