All distractions are not equal: the moderating role of autistic traits and technology multitasking on academic performance among college students

ABSTRACT

An increasing number of college students are continuously connected to media and their mobile devices even while in class or doing other activities. Research has shown some negative effects of this constant connectivity on neurotypical people including reduced learning, and this article examines the prediction that characteristics associated with autism may moderate this relationship. In this study, 179 undergraduate students at a large public university in the U.S. completed a survey asking them to self-report characteristics related to autism using the Autism-spectrum Quotient (AQ). The survey also measured multitasking (related and unrelated to schoolwork) during class and while doing homework, time-spent studying, and their Grade Point Average (GPA). Results showed that students who reported participating in unrelated multitasking while doing homework had lower GPA and spent more time studying than those who did not multitask. This effect was strongest for males, and for individuals who reported at least some neurodiverse characteristics. Future research and practical considerations are discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

¹ The measures for AQ traits were split into “high”, “moderate” and “low” categories (high = one standard deviation above the mean to maximum value, and low = one standard deviation below the mean to minimum value, rest of the values surrounding the mean was treated as “moderate) to visualize the interaction effect. The regression analyses were performed with a continuous, ratio measure as described in the Method section.