The Feasibility of Attention Training for Reducing Mind-Wandering and Digital Multitasking in High Schools
| Autor: | Alexander P. Landry, Miel J. Krauss, Michael D. Mrazek, Kyle Wong, Alex M. Delegard, Daniel I. Garcia, Alissa J. Mrazek, Arianna C. Kirk, Erika E. Kodama, Jonathan W. Schooler, Jenna E. Greenstein, Margaret G. Ding, Crystal A. Stokes, Peter C. Carr, Kyla D. Wickens |
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| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Stress management
emotion regulation Public Administration media_common.quotation_subject Psychological intervention Fidelity 050109 social psychology Physical Therapy Sports Therapy and Rehabilitation 050105 experimental psychology Education Digital media focus Distraction Developmental and Educational Psychology Computer Science (miscellaneous) ComputingMilieux_COMPUTERSANDEDUCATION Human multitasking 0501 psychology and cognitive sciences multitasking media_common high school Medical education business.industry 05 social sciences Attentional control Cognition mind-wandering Computer Science Applications attention business Psychology lcsh:L lcsh:Education |
| Zdroj: | Education Sciences, Vol 10, Iss 201, p 201 (2020) Education Sciences Volume 10 Issue 8 |
| ISSN: | 2227-7102 |
| Popis: | During academic activities, adolescents must manage both the internal distraction of mind-wandering and the external distraction of digital media. Attention training has emerged as a promising strategy for minimizing these distractions, but scalable interventions that can deliver effective attention training in high schools are still needed. The present investigation used a one-group pre-post design to examine the feasibility and outcomes of a digital attention training course at a public high school. The intervention was delivered with reasonably strong fidelity of implementation, with students completing 92% of the lessons and 79% of the daily exercises. At baseline, students reported mind-wandering more frequently during class than they multitasked, and mind-wandering was more negatively correlated with classroom focus. From pre-test to post-test (n = 229), students reported improved emotional regulation and reduced mind-wandering during daily life. Among the 76% of students who felt they paid attention in class less than they should, classroom focus improved significantly. During class, these students reported significantly less mind-wandering but slightly greater digital multitasking. During homework, they reported significantly less digital multitasking but only marginally reduced mind-wandering. Collectively, these results suggest that online interventions could be a scalable way of providing attention training in high schools, but that future work must consider the role of both mind-wandering and digital multitasking. |
| Databáze: | OpenAIRE |
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