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

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.

• Publication year

  2017

• Venue

  Cognitive Research

• Publication date

  2017-08-23

• Fields of study

  Medicine, Education, Psychology

• Identifiers
  DOI 10.1186/s41235-017-0070-7PMID 28890917PMCID 5569648
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

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