دانلود رایگان مقاله لاتین پیش بینی خطا در رسانه دانش آموزی از سایت الزویر
عنوان فارسی مقاله:
پیش بینی خطا در رسانه دانش آموزی چند وظیفه ای در طول انجام تکالیف درسی
عنوان انگلیسی مقاله:
Forecasting errors in student media multitasking during homework completion
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
Imagine that your boss has assigned you to update your department's website, a task that promises to be time consuming and boring to you. You plan to get through it by taking periodic breaks to surf the Internet, check your e-mail, and use your smartphone. How might access to these technologiesdor lack thereofdinfluence your mood, self-control, and performance of this task? How would these effects compare to your predictions, such as forecasting how positive or negative you would feel if forced to avoid these potential distractions? Students frequently multitask with media while completing homework (Calderwood, Ackerman, & Conklin, 2014; Foehr, 2006), despite evidence that these behaviors are associated with reduced academic performance (Junco & Cotten, 2012) thatmay stem from diminished self-control (Panek, 2014). When considering why students multitask with media, investigators have linked these behaviors to indicators of affective experience, such as negative affect (NA) (Calderwood et al., 2014) and emotional need satisfaction (Wang & Tchernev, 2012). However, researchers have yet to investigate the nature and accuracy of predictions that students make about the influence of media multitasking on their affect, self-control, and performance. We evaluate the possibility that media multitasking decisions in the homework environment are being made in the context of inaccurate affective, self-control, and performance forecasts. We begin by providing an overview of the homework environment as a context in which to study media multitasking and discuss the strong need to understand factors motivating media use in the current college student population. Next, we describe alternative explanations for student media multitasking and identify students' beliefs and expectations as an understudied but important potential factor that may contribute to these behaviors. Following this discussion, we detail and provide justification for a series of hypotheses targeted at explicating the nature and accuracy of student media multitasking forecasts in the homework environment. The remainder of this paper is spent describing an experimental study designed to test these predictions in a college student sample. 1.1. Media multitasking in the homework environment In the last decade, researchers have increasingly recognized that students frequently multitask with media while engaged in a range of academic tasks (Calderwood et al., 2014; Foehr, 2006; Fried, 2008; Hembrooke & Gay, 2003). From a theoretical perspective, media multitasking that occurs in the homework environment is a particularly interesting phenomenon, as this relatively unconstrained context allows students the opportunity to engage in a variety of behaviors along the multitasking continuum, which is argued to range from concurrent (i.e., two tasks at essentially the same time) to sequential (i.e., one task after the other) multitasking behaviors (Salvucci, Taatgen, & Borst, 2009). For example, when students exhibit micro-level deviations of attention away from their homework task to quickly respond to text or instant messages, they are performing behaviors that lie closer to concurrent multitasking. In contrast, when students take a prolonged break from their homework task to watch a video on YouTube, their behavior is more indicative of sequential multitasking. The richness of the homework environment as a media multitasking context is further enhanced when considering that such behaviors may be productive (i.e., texting a classmate to ask a clarifying question) or distractive (i.e., scrolling through Facebook) (Kraushaar & Novak, 2010). Accordingly, the homework environment is an ideal context in which to study the correspondence between students' expectations and experiences in relation to media multitasking, as this context allows them to engage in a diverse range of multitasking behaviors. At this time, there is a prevailing view that the contemporary college student population typically take advantage of the media multitasking opportunities that the unconstrained homework environment affords. Often identified as the Net generation (Tapscott, 1998) or as Digital Natives (Prensky, 2001), it has been argued that within this group “… there seems little doubt that for a majority of students digital media and technologies play a key role in their personal and learning lives” (Judd, 2013, p. 358). Although critics have correctly pointed out that technology usage patterns within this group of students may not be as homogenous as their identifying monikers imply (e.g., Kennedy, Judd, Churchwald, Gray, & Krause, 2008), evidence suggests that many of these students use technology in the homework environment for non-schoolwork purposes (Calderwood et al., 2014), despite the potential negative impact of these behaviors on academic performance (Junco & Cotten, 2012). Accordingly, unlocking the paradox of why students engage in these potentially detrimental behaviors is a particularly salient research need within the contemporary college student population. Extant explanations for media multitasking behaviors have tended to focus on situational contingencies, individual preferences (e.g., Cotten, Shank, & Anderson, 2014; Rosen, Carrier, & Cheever, 2013), and student motives (e.g., Hwang, Kim, & Jeong, 2014; Wang & Tchernev, 2012; Zhang & Zhang, 2012). For example, in a recent cross-sectional survey of Internet users in the United States and Taiwan, Kononova and Chiang (2015) found greater media multitasking behaviors to be predicted by media ownership, polychronicity (a tendency to do multiple things simultaneously; Konig € & Waller, 2010), and four specific motives (control, entertainment, connection, and addiction). Taking a more process-based view of multitasking, other investigators have drawn inspiration from ego depletion perspectives that argue self-control to represent a limited resource (see Baumeister, Vohs, & Tice, 2007), conceptualizing media multitasking as a lack of self-regulation (Zhang, 2015). Although these efforts have illustrated enduring characteristics and motives driving student media use, as well as processes that may underlie off-task distraction while completing homework, there has been substantially less emphasis on the potential contributions of students' beliefs and expectations to media usage behaviors in the homework environment. Such an oversight is significant, in light of the long-standing recognition that beliefs and expectations contribute to behavioral intentions and actions (Fishbein & Ajzen, 1975). In the following sections, we develop and justify specific hypotheses targeted at explicating the nature and accuracy of expectations that students hold about the influence of media multitasking on affect, performance, and self-control in the homework environment.
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کلمات کلیدی:
PDF]Forecasting errors in student media multitasking during homework ... iranarze.ir/wp-content/uploads/2016/12/E3190.pdf Oct 28, 2015 - Media multitasking during homework completion has reached epidemic ... We evaluate the proposition that student media multitasking de-. Forecasting errors in student media multitasking during homework ... https://www.semanticscholar.org/...in-student-media-multitasking.../2350e96f10daf0f44... Semantic Scholar extracted view of "Forecasting errors in student media multitasking during homework completion" by Charles Calderwood et al. Multitasking while studying: Divided attention and technological ... www.slate.com/.../multitasking_while_studying_divided_attention_and_technological... May 3, 2013 - Students can't resist multitasking, and it's impairing their memory. ... streams of information and entertainment while studying, doing homework, ... Although the study looked at all aspects of kids' media use, Rideout told me ... [PDF]What else do college students ``do'' while studying ... - WordPress.com https://bamaboilermaker.files.wordpress.com/2014/11/distraction-in-homework.pdf Feb 18, 2014 - Rosen, & Crawford, 2009), there is a paradox as to why students would choose to multitask with media during homework completion (see. The Wiley Handbook of Psychology, Technology and Society https://books.google.com/books?isbn=1118772024 Larry D. Rosen, Nancy Cheever, L. Mark Carrier - 2015 - Psychology (2012) asked students to read articles in a set amount of time and take quizzes ... for students with more media multitasking practice when it comes to multitasking skills. ... that IMing while doing homework interfered with homework completion. Forecasting errors in student media multitasking during homework ... gs.zenan.ch/citations?view_op=view_citation&hl=en&user...citation_for... Mar 31, 2016 - Abstract Media multitasking during homework completion has reached epidemic proportions in the modern educational environment. There is a ...
