Attentional disengagements in educational contexts: a diary investigation of everyday mind-wandering and distraction

Attentional disengagements in educational contexts: a diary investigation of everyday... The present study examined everyday attentional disengagements in educational contexts. Undergraduate students completed various cognitive ability measures in the laboratory and recorded everyday mind-wandering and distraction in a diary over the course of a week. Participants reported mind-wandering and being distracted both in class and while studying and there were a number of different subtypes of attentional disengagements. Individual differences in cognitive abilities were related to some, but not all, everyday attentional disengagements and motivation and interest in classes were related to specific subtypes of disengagements. Finally, academic performance was related to fluid intelligence and motivation, but not to everyday disengagements. These results provide importance evidence on the different types of attentional disengagements that are prevalent in undergraduate students and for whom disengagements are most likely. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Cognitive Research: Principles and Implications Springer Journals

Attentional disengagements in educational contexts: a diary investigation of everyday mind-wandering and distraction

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Publisher
Springer International Publishing
Copyright
Copyright © 2017 by The Author(s)
Subject
Psychology; Cognitive Psychology; Experimental Psychology; Neurosciences
eISSN
2365-7464
D.O.I.
10.1186/s41235-017-0070-7
Publisher site
See Article on Publisher Site

Abstract

The present study examined everyday attentional disengagements in educational contexts. Undergraduate students completed various cognitive ability measures in the laboratory and recorded everyday mind-wandering and distraction in a diary over the course of a week. Participants reported mind-wandering and being distracted both in class and while studying and there were a number of different subtypes of attentional disengagements. Individual differences in cognitive abilities were related to some, but not all, everyday attentional disengagements and motivation and interest in classes were related to specific subtypes of disengagements. Finally, academic performance was related to fluid intelligence and motivation, but not to everyday disengagements. These results provide importance evidence on the different types of attentional disengagements that are prevalent in undergraduate students and for whom disengagements are most likely.

Journal

Cognitive Research: Principles and ImplicationsSpringer Journals

Published: Aug 23, 2017

References

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