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Elizabeth A. Rogers, Psy.D., is a 2019 graduate of the Psy.D. Program in Clinical Psychology at Antioch University, New England

Dissertation Committee:

  • Roger Peterson, PhD, ABPP, Committee Chair
  • Lorraine Mangione, PhD, Committee Member
  • Vincent Pignatiello, PsyD, Committee Member

Keywords

computer multitasking, student distraction, student attention, student inattentiveness, therapist attention, Internet addiction

Document Type

Dissertation

Publication Date

2019

Abstract

This study aimed to examine the phenomenon of Psy.D. students’ multitasking on the computer while in the classroom. Using an online survey of 45 questions, the study invited Psy.D. students from across the US to answer questions pertaining to their non-class-related use of computers in the classroom, including an exploration of their relationship with computers and the internet, feelings and judgments regarding multitasking in the classroom, and opinions on the behavior and its potential impact on their profession. A total of 166 people visited the survey with 145 respondents who answered it to completion. Of the 145 participants, 86% (125) were female, 10% (14) were male, and 3.5% (5) were non-binary. The mean age was 28.5, with ages ranging from 22 to 52 and over. Approximately 85% (124) of the respondents acknowledged multitasking on their computers or devices while in class. A significant negative relationship was found between whether or not students viewed this topic as a problem and how much time they spent multitasking in class. A significant positive relationship was found between the students’ age and their level of negative judgment of others who multitask. The overall amount of neutrality and positivity towards multitasking among students was greater than expected, which illuminated this topic as being much more complex than originally conceived. This raised further questions about the current academic context within which students are multitasking, with considerations for finding ways to adapt teaching methods that can respond to ongoing neurological shifts in a new generation of students.

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Elizabeth A. Rogers

ORCID Scholar ID# 0000-0002-0820-584X

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