Undergraduate student misuse of mobile technology (e.g., smartphones, laptops, tablets) for non-class purposes (e.g., texting, scrolling social media, playing games) has become ubiquitous in college classrooms across the globe. In addition, research has suggested that these digital distractions can negatively impact learning and performance. The prevalence and negative consequences of student digital distraction in the classroom require college instructors to proactively regulate student use of digital devices to protect the integrity of the learning environment. The present article aims to provide college instructors with a framework of strategies to curb student digital distraction. Specifically, the present article draws from the tenets of Self-Determination Theory (SDT) to illustrate how and why common policies and strategies intended to curb student digital distraction can inadvertently threaten students’ basic psychological needs for autonomy, competence, and relatedness in the classroom and, subsequently, alienate students against instructors. The article concludes by presenting evidence-based digital distraction prevention strategies that can buffer against student digital distraction without threatening students’ basic psychological needs or alienating students against their instructors.

本科生出于非课堂目的（例如，发短信、滚动社交媒体、玩游戏）滥用移动技术（例如，智能手机、笔记本电脑、平板电脑）已经在全球的大学课堂中变得普遍存在。此外，研究表明，这些数字干扰会对学习和表现产生负面影响。课堂上学生数字分心的普遍性和负面影响要求大学教师主动规范学生对数字设备的使用，以保护学习环境的完整性。本文旨在为大学教师提供一个策略框架来抑制学生的数字注意力分散。具体来说，本文借鉴自决理论 (SDT) 的原则，说明旨在遏制学生数字分心的常见政策和策略如何以及为何会无意中威胁到学生在课堂上对自主性、能力和相关性的基本心理需求，并且，随后，疏远学生对教师。本文最后提出了基于证据的数字分心预防策略，这些策略可以缓冲学生的数字分心，而不会威胁学生的基本心理需求或使学生疏远他们的教师。