In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2025 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Among 530 college students, SRL strategies of goal setting, environment structuring, and time management emerged as the most prominent factor associated with lower digital distraction scores. → Shi 2025
Evidence¶
Shi 2025¶
Shi, H., Bi, R., Lin, X., & Dai, Y. (2025). Decreasing Digital Distraction in College Students: Associated Online Learning Strategies Identified by Unsupervised Data Mining Approaches. https://doi.org/10.17605/OSF.IO/P85S3
q2 · i? · associational · r2
Association rule mining (ARM) on survey data from 530 students at a public university in southeastern America, using rules with lift < 0.95 and phi < 0. The Step 2 analysis of 42 two-antecedent rules found SRL strategies most prominent: "emerged as the most prominent factor associated with lower digital distraction scores".
"Overall, SRL strategies (i.e., goal setting, environment structuring, and time management) emerged as the most prominent factor associated with lower digital distraction scores, followed by certain aspects of learner-content and learner-instructor engagement."
Discussion¶
Learner Variables¶
- Self-Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Demographic characteristics (gender, age, race, major) showed no significant association with lower digital distraction in the rule-mining profiles — related
- Clustering of association rules yields four distinct strategy-combination profiles characterizing lower digital distraction — related
- Learner-instructor and learner-content engagement strategies are negatively associated with digital distraction in online courses — related
- Peer-related help-seeking and learner-learner engagement strategies appear less often in profiles of students with lower digital distraction — related
- In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
- Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
- Technical confidence using digital learning tools is positively associated with lower distraction levels among online learners — related
- Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
- With peer feedback groups added to web-based SRL training (Group TDP), students showed statistically significant gains in self-motivation, volition and reflection, beyond the planning and metacognition gains also seen in Group TD; goal-setting and elaboration gains stayed non-significant — related
- A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
- Effort regulation negatively predicts, and general academic help seeking positively predicts, reported AI dependency; time management is non-significant — related
- The four profiles differ in academic self-efficacy, time/study management, and effort regulation, with HL highest, but not in help seeking — related
- Students report peer support and distraction as effective coping, rarely self-regulation or professional help-seeking — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-strategies-associated-lower-digital-distraction |
title |
In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction |
description |
In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-15 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shi-2025 |
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