نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
The present study aimed to examine the effectiveness of digital literacy and active learning in managing students’ digital distraction, with psychological empowerment serving as a mediating variable. To achieve this aim, a descriptive–correlational research design employing structural equation modeling (SEM) was adopted. The study population consisted of 1,800 student teachers enrolled at Farhangian University in Alborz Province. Using Morgan’s table and stratified random sampling, a sample of 325 participants was selected. Data were collected using four instruments: The Self-Directed Learning Questionnaire developed by Cheng et al. (2010), the Digital Literacy Questionnaire by Tawhidi Asl (2012), the Psychological Empowerment Questionnaire by Spreitzer (1996), and the Digital Distraction Questionnaire by Sādeghi (2020). Data analysis was conducted using SPSS (version 26) and SmartPLS (version 3). The results revealed that active learning had a significant negative relationship with digital distraction (β = −0.324, p < .05). Similarly, digital literacy was found to have a significant negative relationship with digital distraction (β = −0.180, p < .05). In addition, psychological empowerment demonstrated a significant negative relationship with digital distraction (β = −0.315, p < .05). Furthermore, the results indicated that active learning had a significant indirect effect on digital distraction through the mediating role of psychological empowerment (β = −0.211). However, digital literacy did not exhibit a significant indirect effect on digital distraction through psychological empowerment. Overall, the findings suggest that reducing digital distraction among student teachers requires providing opportunities to strengthen active learning practices, enhance digital literacy, and promote psychological empowerment.
کلیدواژهها English
