Percipirana akademska kontrola, vrednost zadatka i sklonost ka digitalnoj distrakciji tokom onlajn učenja: medijaciona uloga dosade
Perceived Academic Control, Task Value and Digital Distraction during Online Learning: The Mediating Role of Boredom

Summary/Abstract: Focusing and regulating attention play a major role in avoiding digital distractions and maintaining focus on academic activities. Boredom is known to divert attention away from activities that lack value and towards activities that are stimulating, therefore this research examines the mediating role of this emotion in the relationship between perceived academic control, task value on the one hand, and digital distraction propensity on the other. The research sample consisted of 281 university students in Serbia who attended online classes, of which 86.1% were female. The instruments used in the research were the Achievement Emotions Questionnaire - Short version (AEQ-S), the Online Learning Motivated Attention and Regulation Strategies (OLMARS) questionnaire, the Perception of Academic Control Questionnaire (PAC), and Task Evaluation subscale from Motivated Strategies for Learning Questionnaire (MSLQ). The results indicate that boredom in class and during learning achieves complete mediation in establishing a relationship between academic control and the perception of discontinuity of attention, awareness of the problem with attention caused by lingering thoughts, and distraction due to the sounds of social media notifications. Boredom in class fully mediates the relationship between academic control and the use of behavioral strategies, as well as the relationship between task value and perception of a problem with attention caused by lingering thoughts. Both boredom in class and during learning achieves a full mediation effect on the relationship between task value and perception of attention discontinuity, and the relationship between task value and distraction from social media notification sounds. The obtained results follow the Control Value Theory of Achievement Emotions. People who experience boredom may have difficulty regulating media use and are more prone to digital distraction. Implications as well as future research opportunities are discussed.

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