•	Research has evidenced both direct and indirect effects of self-efficacy on multitasking behaviors. Multitasking was associated with higher self-efficacy levels when concentrating on homework (for example, paying attention to television, texting, and checking emails).

•	Learning is more motivating for students who are confident about their ability to learn and persist in completing complex academic tasks. Consequently, these students are more likely to succeed in an online learning environment.

•	Managing one's time efficiently (i.e., planning, monitoring, and controlling one's learning) is essential in ensuring students succeed online.


Previous research about SESRL

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. 

University of Minnesota - Twin Cities

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.

Multitasking in online classroom

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


Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender

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.


Learn Before

Related

Learn After