Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies

Abstract

This study examines how concepts, such as resilience to digital distractions, ICT self-efficacy, and motivation, relate to student teachers’ approaches to studying and time spent on individual studies during pre-service education. The sample comprised 219 first-year student teachers enrolled in Norwegian initial teacher education programs. Student teachers’ motivation, resilience to digital distractions, and gender (female) were positively correlated with students’ approach to studying and time devoted to individual study. Initial teacher education institutions can emphasise the importance of resilience to digital distraction and encourage student teachers to develop their own approaches to studying and setting aside time for individual studies.

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