The effects of multitasking on metacognitive monitoring in primary and secondary school students.
J Exp Child Psychol
; 242: 105908, 2024 Jun.
Article
em En
| MEDLINE
| ID: mdl-38502999
ABSTRACT
Influenced by the epidemic and the rapid popularization of smart devices, media multitasking has become increasingly common in people's lives and has attracted the attention of researchers, particularly among adolescents who are native to the digital era. However, previous studies have focused primarily on the relationship between multitasking and general cognitive functions, paying less attention to the connection between multitasking and metacognition, and there is a lack of research specifically addressing adolescents in this context. To address this gap, the current study conducted two experiments with upper primary and secondary school students to explore the relationship between multitasking and adolescents' metacognition under intrinsic and extrinsic cue conditions using metacognitive monitoring as an indicator. The results revealed that multitasking significantly reduced adolescents' metacognitive monitoring accuracy. However, the scores on the media multitasking questionnaire did not significantly correlate with metacognitive monitoring accuracy in the laboratory task. This finding suggested that multitasking, under both intrinsic and extrinsic cue conditions, impairs the accuracy of metacognitive monitoring for primary and secondary school students. However, daily media multitasking activities among these students were not significantly correlated with metacognitive monitoring accuracy.
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Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Metacognição
Limite:
Adolescent
/
Humans
Idioma:
En
Revista:
J Exp Child Psychol
Ano de publicação:
2024
Tipo de documento:
Article