Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender
作者：
Highlights：
• Multitasking was negatively related to students' Grade Point Average (GPA) in online and face-to-face classrooms.
• Multitasking was negatively related to self-efficacy for self-regulated learning in online and face-to-face classrooms.
• In face-to-face classrooms, self-efficacy for self-regulated learning fully mediated the multitasking and GPA relationship.
• In online classrooms, self-efficacy for self-regulated learning partially mediated the multitasking and GPA relationship.
• The moderating effect of gender was only found in online classrooms.
摘要
•Multitasking was negatively related to students' Grade Point Average (GPA) in online and face-to-face classrooms.•Multitasking was negatively related to self-efficacy for self-regulated learning in online and face-to-face classrooms.•In face-to-face classrooms, self-efficacy for self-regulated learning fully mediated the multitasking and GPA relationship.•In online classrooms, self-efficacy for self-regulated learning partially mediated the multitasking and GPA relationship.•The moderating effect of gender was only found in online classrooms.
论文关键词：Multitasking,Online learning,Traditional learning,Selfefficacy for self-regulated learning,Academic performance
论文评审过程：Received 15 February 2019, Revised 19 August 2019, Accepted 22 August 2019, Available online 22 August 2019, Version of Record 6 September 2019.
论文官网地址：https://doi.org/10.1016/j.chb.2019.08.018
