Confidence in the Era of Distraction: The Influence of Media Multitasking on Self-Perception and Self-Efficacy Among University Students

Multitasking and Student’s Cognitive Development

Abstract

Background: Digital multitasking is the concurrent use of more than one digital media platform. It is important to delve into the relationship between human attributes and digital multitasking among university students’ population. Self-perception encompasses a person's understanding and judgment of his/her own characteristics, skills, and behavior, whereas self-efficacy is the perception of capability in executing and dealing with tasks or challenges successfully.

Objectives: The current research analyzed the inter-relations among digital multitasking, self-perception, self-efficacy, and gender influence over these variables, among university students.

Methodology: A total of 106 undergraduate students filled out the Media Multitasking Frequency-Revised (MMT-R) scale, Rosenberg Self-Esteem Scale (adapted as a self-perception measure), and the General Self-Efficacy Scale (GSE).

Results: Digital multitasking predicted self-perception with a significant effect explaining 5% of the variance. Males showed higher self-perception compared to females, no gender differences in multitasking or self-efficacy were found. Implications for teaching strategies and psychological well-being are explored, as well as limitations in terms of sample, measurement, and study design.

Conclusion: There was a significant positive correlation between digital multitasking and self-perception while no significant relation resulted between digital multitasking and self-efficacy, indicating that multitasking behavior may not manifest in increased belief in one’s own ability. Gender-based comparisons revealed that males had significantly higher scores of self-perception than females. Overall, the study adds to our knowledge of how digital habits influence psychological traits in educational contexts.