Publication Date

Spring 2018

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Advisor

Gregory J. Feist

Keywords

Classroom, Laptop, Learning, Personality, Technology

Subject Areas

Psychology

Abstract

Computers continued encroachment on today’s society can be seen in a college lecture hall, where a growing number of students use laptops for their academic needs. Current academic laptop use research predominantly makes broad generalizations across users, indicating that laptop use in the classroom has negative influences on academic outcomes. However, this research neglects to take into account possible individual differences in the users. It is hypothesized that students' levels of conscientiousness and impulsivity would moderate the relationship between laptop use and academic performance, while a student’s multitasking experience would mediate this same relationship, forming a moderated mediation model. Using an online sample of college aged students (N= 195), the hypothesized moderated mediation model was not supported. Students' levels of conscientiousness or impulsivity do not moderate the relationship between laptop use and academic performance, and a student’s multitasking experience does not mediate this same relationship.

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