Mobile phone use in the classroom and self‑regulated learning in upper‑secondary school: effects of the ministerial agreement and pedagogical management strategies
DOI:
https://doi.org/10.64747/0j6nz898Keywords:
self‑regulated learning, classroom climate, mobile‑phone management, school coexistence, upper‑secondary educationAbstract
This study examined the relationship between in‑class mobile phone use, pedagogical management strategies, and self‑regulated learning (SRL) in upper‑secondary schools (BGU) in Tarqui parish (Guayaquil, Ecuador). We implemented an explanatory sequential mixed‑methods design (QUAN→qual) with N=518 students and 78 teachers. The quantitative cross‑section combined multilevel models to measure SRL (planning, monitoring, effort control, self‑reflection), classroom climate, and phone‑use patterns (planned instructional use, preventive, formative/restorative, and punitive strategies; off‑task multitasking). Multilevel models showed a positive association between planned instructional use and SRL (β=0.18; p<.001) and a negative link between punitive strategies and SRL (β=−0.16; p<.001). Classroom climate partially mediated both effects (CFI=.94; RMSEA=.045), explaining ~36% of the planned‑use effect and ~30% of the punitive‑strategy effect. Off‑task multitasking correlated with lower effort control (r=−.34; p<.001). Qualitative evidence highlighted that short, goal‑oriented time windows, visible agreements, and formative feedback reduce ad‑hoc bargaining, improve coexistence, and support SRL. We propose an institutional protocol for planned use (5–8‑minute windows, evidence rubrics, metacognitive closure), co‑constructed norms, restorative routes, and course‑level climate/SRL monitoring. Overall, the impact of phones depends on didactic integration and classroom climate: clear rules, bounded timing, and evidence verification enhance SRL, whereas punitive sanctions without mediation undermine it
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