The Feasibility of Attention Training for Reducing Mind-Wandering and Digital Multitasking in High Schools
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...
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| Format: | Book |
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MDPI AG,
2020-08-01T00:00:00Z.
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| 001 | doaj_068e50b5d2234d9e8e23fbef93e3b7d2 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Alissa J. Mrazek |e author |
| 700 | 1 | 0 | |a Michael D. Mrazek |e author |
| 700 | 1 | 0 | |a Peter C. Carr |e author |
| 700 | 1 | 0 | |a Alex M. Delegard |e author |
| 700 | 1 | 0 | |a Margaret G. Ding |e author |
| 700 | 1 | 0 | |a Daniel I. Garcia |e author |
| 700 | 1 | 0 | |a Jenna E. Greenstein |e author |
| 700 | 1 | 0 | |a Arianna C. Kirk |e author |
| 700 | 1 | 0 | |a Erika E. Kodama |e author |
| 700 | 1 | 0 | |a Miel J. Krauss |e author |
| 700 | 1 | 0 | |a Alex P. Landry |e author |
| 700 | 1 | 0 | |a Crystal A. Stokes |e author |
| 700 | 1 | 0 | |a Kyla D. Wickens |e author |
| 700 | 1 | 0 | |a Kyle Wong |e author |
| 700 | 1 | 0 | |a Jonathan W. Schooler |e author |
| 245 | 0 | 0 | |a The Feasibility of Attention Training for Reducing Mind-Wandering and Digital Multitasking in High Schools |
| 260 | |b MDPI AG, |c 2020-08-01T00:00:00Z. | ||
| 500 | |a 10.3390/educsci10080201 | ||
| 500 | |a 2227-7102 | ||
| 520 | |a 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 (<i>n</i> = 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. | ||
| 546 | |a EN | ||
| 690 | |a attention | ||
| 690 | |a mind-wandering | ||
| 690 | |a multitasking | ||
| 690 | |a focus | ||
| 690 | |a emotion regulation | ||
| 690 | |a high school | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Education Sciences, Vol 10, Iss 8, p 201 (2020) | |
| 787 | 0 | |n https://www.mdpi.com/2227-7102/10/8/201 | |
| 787 | 0 | |n https://doaj.org/toc/2227-7102 | |
| 856 | 4 | 1 | |u https://doaj.org/article/068e50b5d2234d9e8e23fbef93e3b7d2 |z Connect to this object online. |