How Deep Work Drives Student Engagement Amid Smartphone Distraction and Attention Control
A Mediation-Moderation Analysis
Bibliographic Data
| ID | 13664261 |
|---|---|
| Authors | Afrin Mazid (Mizoram University), Narendra Nath Samantaray (0000-0001-9414-9946, Department of Clinical Psychology, National Institute of Mental Health & Neurosciences (NIMHANS), Bengaluru, India, corresponding author), Sandhyarani Moirangthem (Mizoram University) |
| Year | 2025 |
| Pages | 332941251377396-332941251377396 |
| Publication date | 2025-09-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/00332941251377396 |
| PMID | 40921435 |
| OpenAlex | W4414082608 |
| Language | EN |
| References cited | 78 |
In the modern, digitally driven world, deep work (DW) offers a valuable antidote to pervasive interruptions, yet its role in academic settings remains underexplored. This study aims to empirically investigate the influence of deep work on student engagement (SE) by proposing a mediation-moderation framework. The mediating variables include basic psychological needs (BPN), dispositional mindfulness (DM), and meaning in life, while smartphone distraction (SD) and attention control (AC) are examined as moderators. A cross-sectional study with 482 university students (mean age = 22.23 years) was conducted using validated scales for DW, SE, BPN, DM, SD, and AC. Regression analysis, mediation, and moderation analysis were computed, which showed that DW predicted SE with DM and meaning in life having significant mediating effects, with meaning in life being the strongest contributor. Further, SD and AC had significant moderating effects, with the strongest effect demonstrated in the presence of high levels of SD and low levels of AC. These findings underline deep work as a potential protective factor against digital distractions and low attention control, pointing toward possible deep work importance in enhancing academic engagement. We conclude by emphasizing the finding value of shaping policies on device usage and developing interventions to enhance mindfulness, meaning, and focus, with benefits extending beyond academia
Distraction · Meaning (existential · Mindfulness · Moderation · Psychological intervention · Self-control · Student engagement · Impact of Technology on Adolescents · Mind wandering and attention · Perfectionism, Procrastination, Anxiety Studies
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Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school
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Multicollinearity and misleading statistical results
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Exploring the Dimensions of Smartphone Distraction
Relationships between student engagement and academic achievement
Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance
Contemplative Pedagogy and Mindfulness
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Self-determination
Intrinsic and Extrinsic Motivations
The "What" and "Why" of Goal Pursuits
The benefits of being present
Conservation of resources
The restorative benefits of nature
Existential Empathy
| Citation velocity | historical |
|---|---|
| Highly cited | No |