Department of Management Information Systems, Trabzon University, School of Applied Sciences, Trabzon, Turkey.
Scand J Psychol. 2021 Aug;62(4):493-501. doi: 10.1111/sjop.12731. Epub 2021 May 8.
Prevalence of using social media services while learning, studying and doing homework is increasing rapidly among adolescents in the digital age. Although there is evidence for negative consequences of multitasking with social media, little is known about impact of social media multitasking from perspective attention control of self-regulation. This study examined the mediating role of attention control as a component of self-regulation in the link between social media multitasking and academic performances in a sample of adolescents who were recruited from high school students (N = 637). A correlational research design was used in the study. To examine study hypothesis, a mediation model was tested using simple mediation analysis in macro PROCESS (model 4). Results have revealed that attention control of self-regulation mediated the negative relationship between multitasking with social media and academic performances of the students. Multitasking with social media was a negatively significant predictor of academic performance, whereas attention control positively predicted academic performance. It implies that more frequent multitasking behavior with social media had lower attention control and poorer academic performances. The conclusions of the study suggest a critical role for attention control in decreasing negative effect of multitasking with social media on academic performances of adolescents in high school setting. Implications and suggestions for future studies are proposed.
在数字时代，青少年在学习、研究和做作业时使用社交媒体服务的现象迅速普及。尽管有证据表明多任务处理社交媒体会带来负面影响，但从自我调节的注意控制角度来看，社交媒体多任务处理对学习成绩的影响却知之甚少。本研究在从高中生中招募的样本（N=637）中，考察了注意控制作为自我调节的一个组成部分，在社交媒体多任务处理与学业成绩之间的中介作用。研究采用了相关研究设计。为了检验研究假设，使用宏 PROCESS（模型 4）中的简单中介分析检验了中介模型。结果表明，自我调节的注意控制在社交媒体多任务处理与学生学业成绩之间的负相关中起中介作用。社交媒体的多任务处理是学生学业成绩的负显著预测因子，而注意控制则积极预测学业成绩。这意味着更频繁地使用社交媒体进行多任务处理会导致注意力控制能力下降，学业成绩变差。该研究的结论表明，在减少青少年在高中环境中使用社交媒体进行多任务处理对学业成绩的负面影响方面，注意控制起着关键作用。提出了对未来研究的意义和建议。
