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Autor/inn/en | Mrazek, Alissa J.; Mrazek, Michael D.; Carr, Peter C.; Delegard, Alex M.; Ding, Margaret G.; Garcia, Daniel I.; Greenstein, Jenna E.; Kirk, Arianna C.; Kodama, Erika E.; Krauss, Miel J.; Landry, Alex P.; Stokes, Crystal A.; Wickens, Kyla D.; Wong, Kyle; Schooler, Jonathan W. |
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Titel | The Feasibility of Attention Training for Reducing Mind-Wandering and Digital Multitasking in High Schools |
Quelle | In: Education Sciences, 10 (2020), Artikel 201 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Mrazek, Alissa J.) ORCID (Mrazek, Michael D.) ORCID (Landry, Alex P.) Weitere Informationen |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2227-7102 |
Schlagwörter | Attention Control; High School Students; Adolescents; Public Schools; Cognitive Processes; Time on Task; Online Courses; Training; Emotional Response; Stress Management; Program Effectiveness; Handheld Devices; Internet; Self Control Aufmerksamkeitstest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; Cognitive process; Kognitiver Prozess; Zeitaufwand; Online course; Online-Kurs; Ausbildung; Emotionales Verhalten; Stressmanagement; Stressbewältigung; Selbstbeherrschung |
Abstract | 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. (As Provided). |
Anmerkungen | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |