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This study investigated whether texting during class influences students' cognitive learning. A theoretical model was proposed to study the relationships among college students' self-regulation, texting during class, sustained attention to classroom learning, and cognitive learning
(i.e., grade-oriented academic performance and experience-oriented cognitive learning). Using a cross-sectional survey sample (N=190), structural equation modeling analyses showed that texting during class partially mediates the effect of students' self-regulation on their sustained attention
to classroom learning. In addition, students' sustained attention fully mediates the effect of their texting during class on experience-oriented learning. Thus, the results also suggest that self-regulated students are less likely to text during class and are more likely to sustain their attention
to classroom learning, which, in turn, facilitates cognitive learning.