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The Effects of Cell Phone Use and Emotion‐regulation Style on College Students' Learning
Author(s) -
Lee Seungyeon,
Kim Myeong W.,
McDonough Ian M.,
Mendoza Jessica S.,
Kim Min Sung
Publication year - 2017
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3323
Subject(s) - phone , psychology , test (biology) , extant taxon , mindfulness , style (visual arts) , applied psychology , social psychology , clinical psychology , paleontology , philosophy , linguistics , history , archaeology , evolutionary biology , biology
Summary Cell phones are becoming an inevitable part of the classroom, but extant research suggests that using cell phones in the classroom impairs academic performance. The present study examined the impact of different cell phone policies on learning and emotion‐regulation style. Participants were randomly assigned to one of four experimental conditions: cell phone usage allowed, cell phone possession allowed but without usage, cell phones removed, and a no‐instruction control group. All participants watched a 20‐minute lecture and were sent text messages to mimic classroom distractions. Afterward, participants took a multiple‐choice test and filled out questionnaires assessing their level of obsessiveness, nomophobia, and mindfulness. Participants who had their cell phone taken away performed best on the test with no other differences. None of the emotional‐regulation measures moderated the results. These findings provide important insight as to how cell phone policies can optimize learning in the classroom.Copyright © 2017 John Wiley & Sons, Ltd.