ArticleBMC nursing2026
The impact of media multitasking on online learning engagement among nursing students: the mediating role of academic self-efficacy and the moderating role of attention control.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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5 authors.
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Abstract
backgroundMedia multitasking has become increasingly prevalent among nursing students during online learning. However, the mechanisms underlying its impact on learning engagement remain unclear. This study examined the relationship between media multitasking and online learning engagement among nursing students, with a focus on the mediating role of academic self-efficacy and the moderating role of attention control.
methodsA cross-sectional survey was conducted among 780 undergraduate nursing students recruited through stratified cluster sampling from two medical universities in China. Data were collected using validated self-report questionnaires assessing media multitasking, academic self-efficacy, attention control, and online learning engagement. Mediation and moderation analyses were performed using SPSS 26.0.
resultsMedia multitasking was negatively associated with online learning engagement. Academic self-efficacy partially mediated this relationship, with a significant indirect effect. Attention control moderated both the relationship between media multitasking and academic self-efficacy, and the relationship between media multitasking and learning engagement, such that stronger attention control attenuated the negative effects of media multitasking.
conclusionsMedia multitasking impairs nursing students’ online learning engagement partly by reducing their academic self-efficacy. Stronger attention-control abilities mitigate these detrimental effects. Interventions aimed at enhancing academic self-efficacy and strengthening attention regulation may help promote learning engagement in online environments. CLINICAL TRIAL NUMBER: Not applicable.
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