A recommendation to counteract the negative effects of multitasking is to encourage behaviors conducive to learning and the belief that students can successfully perform these behaviors (self-efficacy beliefs). Self-efficacy beliefs in self-regulated learning are defined as students' belief in their ability to apply various self-regulated strategies to succeed in school.

It has been found that self-efficacy impacts task choice, effort, persistence, resilience, and achievement, as well as academic expectations and performance. 

Self-efficacy for self-regulated learning (SESRL)

•	In several studies, females have been shown to multitask more than males (Foehr, 2006, Jeong and Fishbein, 2007, Pilotta et al., 2004). Adaptation to dual information processing has been attributed to gender differences in cognitive ability (Stoet, O'Connor, Conner, & Laws, 2013). In contrast, other studies have found no significant differences between females and males in multitasking behavior (e.g., Ellis et al., 2010, Ophir et al., 2009).

•	Previous studies examining gender differences in self-efficacy for self-regulated learning have primarily focused on school-age students. However, according to Caprara et al. (2008), a longitudinal study conducted with cohorts ranging from 12 to 22 showed that female students perceived self-regulation efficacy as higher, and the gap grows as students age.


Gender difference on multiatsking

Research shows that college students spend significant time in class using laptops and other internet-connected devices for non-academic tasks. Using social networks, checking their emails, browsing the Internet, and communicating via email, they believe they efficiently use their time by multitasking.

University of Minnesota - Twin Cities

Universities have made it possible for students to enroll in distance learning and/or blended learning programs. In addition, universities offer free wireless internet access to their students, allowing them to participate in multiple technological activities concurrently via their cell phones, laptops, and tablets.

Emerge of new class delivery method and potential problems of it

Alghamdi, A., Karpinski, A., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222. https://doi.org/10.1016/j.chb.2019.08.018


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