Contact and support
Need help, have a question, or want to contact the ResearchHub team?
© 2026 ResearchHub. Built for responsible scholarly connection.
Privacy-aware community infrastructureResearch graph
References from Smartphone interruption salience and study effectiveness among Chinese university students: The indirect role of attentional residue and the moderating role of self-control. Local targets link to admitted publications; unresolved targets remain external evidence.
Mobile multitasking in learning: A meta-analysis of effects of mobilephone distraction on young adults’ immediate recall
10.1016/j.chb.2024.108432 · 2025 · External reference
From smartphones to smart students: Learning vs. distraction using smartphones in the classroom
10.1287/isre.2022.0078 · 2026 · External reference
Unfinished tasks and unsettled minds: A diary study on personal smartphone interruptions, frustration, and rumination
2025 · External reference
Advancing theorizing about fast-and-slow thinking: The interplay between fast and slow processing
10.1017/s0140525x22003156 · 2023 · External reference
Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses
10.3758/brm.41.4.1149 · 2009 · External reference
Attention hijacked: How social media notifications disrupt cognitive processing
10.1016/j.chb.2026.108926 · 2026 · External reference
Evaluating the dimensionality and psychometric properties of the Brief Self-Control Scale amongst Chinese university students
10.3389/fpsyg.2019.02903 · 2020 · External reference
Receiving push-notifications from smartphone games reduces students learning performance in a brief lecture: An experimental study
10.1016/j.chbr.2022.100170 · 2022 · External reference
Validation of the Chinese version of the Smartphone Distraction Scale
10.1016/j.heliyon.2024.e31807 · 2024 · External reference
Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example
10.1016/j.rmal.2022.100027 · 2022 · External reference
The shortcomings of equal weights estimation and the composite equivalence index in PLS-SEM
10.1108/ejm-04-2023-0307 · 2024 · External reference
A new criterion for assessing discriminant validity in variance-based structural equation modeling
10.1007/s11747-014-0403-8 · 2015 · External reference
The impact of smartphone usage frequency on university students' academic performance: A meta-analysis of moderating factors
10.1016/j.actpsy.2025.105374 · 2025 · External reference
Chinese internet policies: Historical reflections and new research directions
10.1177/20570473251316590 · 2025 · External reference
Smartphone distraction and academic anxiety: The mediating role of academic procrastination and the moderating role of time management disposition
10.3390/bs14090820 · 2024 · External reference
Common method bias in PLS-SEM: A full collinearity assessment approach
10.4018/ijec.2015100101 · 2015 · External reference
A meta-analysis of the impact of technology related factors on students’ academic performance
10.3389/fpsyg.2025.1524645 · 2025 · External reference
Why is it so hard to do my work? The challenge of attention residue when switching between work tasks
10.1016/j.obhdp.2009.04.002 · 2009 · External reference
Tasks interrupted: How anticipating time pressure on resumption of an interrupted task causes attention residue and low performance on interrupting tasks and how a “ready-to-resume” plan mitigates the effects
10.1287/orsc.2017.1184 · 2018 · External reference
Digital distractions in education: A systematic review of research on causes, consequences and prevention strategies
2025 · External reference
Bias in cross-sectional analyses of longitudinal mediation
10.1037/1082-989x.12.1.23 · 2007 · External reference
Taking engagement to task: The nature and functioning of task engagement across transitions
10.1037/apl0000428 · 2020 · External reference
Cross-sectional analysis of longitudinal mediation processes
10.1080/00273171.2018.1454822 · 2018 · External reference
Perpetually preoccupied: Applying interference framework to understand the effects of smartphone use and vibrations on an academic task
2024 · External reference
A review of self-regulated learning: Six models and four directions for research
10.3389/fpsyg.2017.00422 · 2017 · External reference
Permanently online and permanently connected: Development and validation of the Online Vigilance Scale
10.1371/journal.pone.0205384 · 2018 · External reference
High self-control predicts good adjustment, less pathology, better grades, and interpersonal success
10.1111/j.0022-3506.2004.00263.x · 2004 · External reference
High self-control predicts good adjustment, less pathology, better grades, and interpersonal success
2018 · External reference
How students’ self-control and smartphone-use explain their academic performance
10.1016/j.chb.2020.106624 · 2021 · External reference
Connected yet cognitively drained? A mixed-methods study examining whether online vigilance and availability pressure promote mental fatigue
2024 · External reference
The academic task performance scale: Psychometric properties, and measurement invariance across ages, genders and nations
10.3389/feduc.2024.1281859 · 2024 · External reference
Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students
10.1016/j.iheduc.2024.100949 · 2024 · External reference
Self-efficacy: An essential motive to learn
10.1006/ceps.1999.1016 · 2000 · External reference
Becoming a self-regulated learner: An overview
10.1207/s15430421tip4102_2 · 2002 · External reference
