Work

Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies

Year: 2021

Type: article

Abstract: This study examines how concepts, such as resilience to digital distractions, ICT self-efficacy, and motivation, relate to student teachers’ approaches to studying and time spent on individual studies during pre-service education. The sample comprised 219 first-year student teachers enrolled in Norwegian initial teacher education programs. Student teachers’ motivation, resilience to digital distractions, and gender (female) were positively correlated with students’ approach to studying and time devoted to individual study. Initial teacher education institutions can emphasise the importance of resilience to digital distraction and encourage student teachers to develop their own approaches to studying and setting aside time for individual studies.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2021.103326

Authors: Ove E. Hatlevik, Vibeke Bjarnø

Institution: OsloMet – Oslo Metropolitan University

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $1,730