Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning?

Communication Education

Volumn 61, Issue 3, 2012, Pages 185-204

  Flora Wei, Fang Yi ^a   Ken Wang, Y ^b   Klausner, Michael ^c  

^a Broadcast Communications   (United States)

^b WASHINGTON STATE UNIVERSITY   (United States)

^c UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

Cognitive Learning; Self Regulation; Sustained Attention; Text Messaging

Indexed keywords

EID: 84863328982     PISSN: 03634523     EISSN: 14795795     Source Type: Journal    
DOI: 10.1080/03634523.2012.672755     Document Type: Article

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