Smartphone-Induced Digital Distractions: Using Social Cognitive Theory and Self-Regulated Learning to Frame the Challenge

Smartphone-Induced Digital Distractions: Using Social Cognitive Theory and Self-Regulated Learning to Frame the Challenge

Kendall Hartley
Copyright: © 2022 |Pages: 15
DOI: 10.4018/978-1-7998-9243-4.ch009
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Abstract

This chapter investigates smartphone-induced digital distractions through the lens of social cognitive theory and self-regulated learning. Social cognitive theory's reciprocal triarchic conceptualization is matched with the current role of the smartphone in the learning environment. Self-regulated learning is used to frame the challenges and opportunities presented by the smartphone. A final section suggests two opportunities for generating positive educational outcomes in light of social cognitive theory and self-regulated learning. The first is opportunity described as a reclamation of the dominant narrative regarding the educative role of personal technology. The second is the development of the individual learning scientist.
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Social Cognitive Theory

Social cognitive theory has been remarkably useful for researchers studying human behavior in general (Lin & Hsu, 2015; Xing & Rojewski, 2020) and learning in particular (Bembenutty et al., 2016; Usher & Schunk, 2018). Albert Bandura posited the theory in partial response to deficits noted in behaviorism (Bandura, 2013). Bandura was troubled by the inefficiency of learning by trial and error and via reinforcement as posited by behaviorism. The theory begins with the premise that individuals have agency.

People operate as thinkers of the thoughts that serve determinative functions. They construct thoughts about future courses of action to suit ever-changing situations, assess their likely functional value, organize and deploy strategically the selected options, evaluate the adequacy of their thinking based on the effects which their actions produce and make whatever changes may be necessary. (Bandura, 1999, p. 23)

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