TY - GEN
T1 - Exploring the antecedents and consequences of phone snubbing behaviors in collaborative learning
AU - Fan, Yang Hsin
AU - Lin, Tzung Jin
N1 - Publisher Copyright:
© 2022 IEEE.
PY - 2022
Y1 - 2022
N2 - The purpose of this study was to explore the antecedents (social anxiety and collective efficacy) and consequences (learning disengagement) of phone snubbing behaviors (phubbing and being phubbed) in collaborative learning. A total of 100 Taiwanese university students participated in this study. We employed partial least squares structural equation modeling (PLS-SEM) to evaluate the hypothesized model. The main results indicate that, first, university students' collective efficacy was a negative predictor of phubbing, and phubbing behavior was a significant factor in positively predicting all the dimensions, including behavioral, emotional, social, and cognitive disengagement. Second, social anxiety was a positive predictor of phubbed behavior. Yet, phubbed behavior could only positively predict emotional disengagement and social disengagement. This research may offer insights into the causes of students' phubbing, being phubbed, and the impacts of those situations on their learning engagement in a collaborative learning environment.
AB - The purpose of this study was to explore the antecedents (social anxiety and collective efficacy) and consequences (learning disengagement) of phone snubbing behaviors (phubbing and being phubbed) in collaborative learning. A total of 100 Taiwanese university students participated in this study. We employed partial least squares structural equation modeling (PLS-SEM) to evaluate the hypothesized model. The main results indicate that, first, university students' collective efficacy was a negative predictor of phubbing, and phubbing behavior was a significant factor in positively predicting all the dimensions, including behavioral, emotional, social, and cognitive disengagement. Second, social anxiety was a positive predictor of phubbed behavior. Yet, phubbed behavior could only positively predict emotional disengagement and social disengagement. This research may offer insights into the causes of students' phubbing, being phubbed, and the impacts of those situations on their learning engagement in a collaborative learning environment.
KW - collaborative learning environment
KW - learning disengagement
KW - phubbing
KW - university students
UR - http://www.scopus.com/inward/record.url?scp=85136944374&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85136944374&partnerID=8YFLogxK
U2 - 10.1109/ICALT55010.2022.00114
DO - 10.1109/ICALT55010.2022.00114
M3 - Conference contribution
AN - SCOPUS:85136944374
T3 - Proceedings - 2022 International Conference on Advanced Learning Technologies, ICALT 2022
SP - 368
EP - 370
BT - Proceedings - 2022 International Conference on Advanced Learning Technologies, ICALT 2022
A2 - Chang, Maiga
A2 - Chen, Nian-Shing
A2 - Dascalu, Mihai
A2 - Sampson, Demetrios G
A2 - Tlili, Ahmed
A2 - Trausan-Matu, Stefan
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 22nd International Conference on Advanced Learning Technologies, ICALT 2022
Y2 - 1 July 2022 through 4 July 2022
ER -