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Digital Distractions, Mindfulness, and Academic Performance With Undergraduate College Students

Digital Distractions, Mindfulness, and Academic Performance With Undergraduate College Students

Nina B. Eduljee, Laurie Murphy, Karen Croteau
Copyright: © 2022 |Pages: 18
ISBN13: 9781799886822|ISBN10: 1799886824|ISBN13 Softcover: 9781799886839|EISBN13: 9781799886846
DOI: 10.4018/978-1-7998-8682-2.ch020
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MLA

Eduljee, Nina B., et al. "Digital Distractions, Mindfulness, and Academic Performance With Undergraduate College Students." Handbook of Research on Clinical Applications of Meditation and Mindfulness-Based Interventions in Mental Health, edited by Sanjeev Kumar Gupta, IGI Global, 2022, pp. 319-336. https://doi.org/10.4018/978-1-7998-8682-2.ch020

APA

Eduljee, N. B., Murphy, L., & Croteau, K. (2022). Digital Distractions, Mindfulness, and Academic Performance With Undergraduate College Students. In S. Gupta (Ed.), Handbook of Research on Clinical Applications of Meditation and Mindfulness-Based Interventions in Mental Health (pp. 319-336). IGI Global. https://doi.org/10.4018/978-1-7998-8682-2.ch020

Chicago

Eduljee, Nina B., Laurie Murphy, and Karen Croteau. "Digital Distractions, Mindfulness, and Academic Performance With Undergraduate College Students." In Handbook of Research on Clinical Applications of Meditation and Mindfulness-Based Interventions in Mental Health, edited by Sanjeev Kumar Gupta, 319-336. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8682-2.ch020

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Abstract

This study examined the relationship between digital distractions, mindfulness, and academic performance with undergraduate college students. A total of 199 students completed surveys that examined digital distractions and the Five Facet Mindfulness Questionnaire (Baer et al., 2006). The results indicated that 96.5% of participants had a digital device near them when studying, and 94.0% used a digital device to help them study. The major purpose for using a digital device in the classroom was to check the time on their phone (91.0%) and text someone (88.9%). Some reasons for using a digital device for non-classroom purposes included to fight boredom (39.2%) and to stay connected with others (25.1%). Participants who had fewer digital distractions tended to be more mindful and a significant positive relationship (r = .192, p <; .05) was obtained between overall mindfulness and academic performance.

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