Digital distractions and memory confidence in mobile academic reading: A structural equation modelling study

Smartphones have increased access to learning resources but also introduce digital distractions that can impair concentration and memory. Data from 403 students were analysed in SPSS using descriptive statistics, ANOVA, MANOVA, Pearson correlation, and SEM. Reliability (Cronbach's α = 0.814) and validity tests supported the model. Results showed high levels of distraction from notifications, apps, and the environment. The study underscores the need for effective distraction management to enhance focus and confidence in memory during mobile academic reading, offering practical insights for educators, institutions, and app developers to create distraction-free learning environments.