This two-part observational and intervention study addressed the role of the smartphone in self-regulated learning (SRL) and student success as measured by achievement. Smartphone usage among students has been identified as contributing to lower academic achievement in a variety of settings. What is unclear is how smartphone usage contributes to lower outcomes. This study surveyed participants’ self-regulated learning skills and smartphone usage at the beginning and end of the term for first semester undergraduates. A regression analysis demonstrated that when controlling for prior achievement, general SRL measures had a positive impact on first semester achievement. Smartphone related SRL did not have a direct impact on achievement. The second part of the study evaluated the efficacy of a brief intervention to ameliorate factors contributing to lower achievement. Students were presented with either SRL strategies, awareness and attention strategies or career planning guidance (control). A regression analysis of the brief intervention resulted in modest gains in SRL but did not influence achievement.

中文翻译：

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自我调节学习和学生成功中的智能手机：澄清关系和测试干预

这项由观察和干预两部分组成的研究解决了智能手机在自我调节学习 (SRL) 和以成就衡量的学生成功中的作用。学生使用智能手机已被确定为在各种情况下导致学习成绩下降的原因。目前尚不清楚智能手机的使用如何导致较低的结果。本研究调查了第一学期本科生在学期开始和结束时的自我调节学习技能和智能手机使用情况。回归分析表明，在控制先前成绩时，一般 SRL 措施对第一学期的成绩有积极影响。与智能手机相关的 SRL 对成绩没有直接影响。研究的第二部分评估了简短干预对改善导致成绩下降的因素的功效。向学生展示了 SRL 策略、意识和注意力策略或职业规划指导（控制）。简短干预的回归分析导致 SRL 适度增加，但不影响成就。