Department Name When Scholarship Produced
Management, Marketing, and International Business
Students of every generation have faced factors that limited the amount of time available for study based on responsibilities such as family and jobs. There were also potential distractions that challenged students’ willpower to focus on academic activities instead of other completely discretionary uses of their time. The choice was between activities that provided immediate gratification versus academic activities that would yield a far greater payoff over the long run.
The last decade has seen a significant array of new temptations in the form of smart phones and other personal technologies that are powerful, portable, and pervasive. While these technologies offer many benefits to learning and productivity, they also provide the potential to negatively affect student academic performance, business and professional success, the quality of social and familial relationships, and general well-being.
The purpose of this research is twofold. First, we provide a brief overview of key literature related to distractions in the academic environment and their effects on thought, concentration, reflection, and self-regulation. Second, we report the results of a questionnaire administered to junior-level undergraduate business students aimed at evaluating student awareness and personal management of these potential distractions, student self-regulation of learning, student time orientation, and additional descriptive information about the circumstances under which students study and learn.
Roberson, M. T. (Co-Author), & Polin, B. (Co-Author) (2016). (Ed.), Inattention, Distraction, and Dysfunction - Modern Challenges for Business Education and Practice (2016th ed.). Appalachian Research in Business Symposium.
Appalachian Research in Business Symposium