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

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Author(s): Nina B. Eduljee (Saint Joseph's College of Maine, USA), Laurie Murphy (Saint Joseph's College of Maine, USA)and Karen Croteau (Saint Joseph's College of Maine, USA)
Copyright: 2022
Pages: 18
Source title: Handbook of Research on Clinical Applications of Meditation and Mindfulness-Based Interventions in Mental Health
Source Author(s)/Editor(s): Sanjeev Kumar Gupta (All India Institute of Speech and Hearing, India)
DOI: 10.4018/978-1-7998-8682-2.ch020

Keywords: Medical Information Science Reference / Mental Health & Behavioral Studies / Psychiatry and Mental Health / Social Sciences & Humanities

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

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