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<p>This study examines how students’ digital distractions relate to instructors’ negative pedagogical behaviors, such as withdrawal and punitive grading, through the perspective of social exchange theory. This study involved 549 instructors who completed self-report questionnaires. Confirmatory factor analysis and structural equation modeling were used to confirm the validity of the scales and exam the conceptual model. Results show that instructors’ disappointment mediates the link between students’ digital distractions and instructors’ negative pedagogical behaviors. Moreover, instructors’ promotion focus weakens this relationship by reducing instructors’ disappointment. This study broadens the scope of research on digital distractions by shifting the focus from students to instructors. Additionally, it highlights the potential negative impact of students’ digital distractions on instructors’ pedagogical behaviors, offering practical suggestions to mitigate digital distractions and their adverse effects on instructors’ behavior.</p>

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Linking Students’ Digital Distractions to Instructors’ Negative Pedagogical Behaviors Through the Perspective of Social Exchange Theory

  • 期刊论文

  • 发表日期：

    2025年6月23日

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  • Xiaochuan Jiang,
  • Jianfeng Yang,
  • Simin Guan,
  • Ziyi Zhu,
  • Yanhui Hou,
  • Chao Xu

摘要

This study examines how students’ digital distractions relate to instructors’ negative pedagogical behaviors, such as withdrawal and punitive grading, through the perspective of social exchange theory. This study involved 549 instructors who completed self-report questionnaires. Confirmatory factor analysis and structural equation modeling were used to confirm the validity of the scales and exam the conceptual model. Results show that instructors’ disappointment mediates the link between students’ digital distractions and instructors’ negative pedagogical behaviors. Moreover, instructors’ promotion focus weakens this relationship by reducing instructors’ disappointment. This study broadens the scope of research on digital distractions by shifting the focus from students to instructors. Additionally, it highlights the potential negative impact of students’ digital distractions on instructors’ pedagogical behaviors, offering practical suggestions to mitigate digital distractions and their adverse effects on instructors’ behavior.