Attention Training Improves the Self-Reported Focus and Emotional Regulation of High School Students

Autor/inn/en	Mrazek, Alissa J.; Mrazek, Michael D.; Brown, Chelsea S.; Karimi, Sana S.; Ji, Rosie R.; Ortega, Joshua R.; Maul, Andrew; Carr, Peter C.; Delegard, Alex M.; Kirk, Arianna C.; Schooler, Jonathan W.
Titel	Attention Training Improves the Self-Reported Focus and Emotional Regulation of High School Students
Quelle	(2022), (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mrazek, Alissa J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2689-0208
Schlagwörter	Attention Control; Intervention; Comparative Analysis; Teaching Methods; Emotional Disturbances; High School Students; Online Courses; Course Descriptions; Student Attitudes; Metacognition; Well Being; Self Efficacy; Homework; Measures (Individuals); Learning Management Systems; Outcomes of Education; California (Santa Barbara); Washington + Suchen Sie Ihr Suchwort? Aufmerksamkeitstest; Teaching method; Lehrmethode; Unterrichtsmethode; Gefühlsstörung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Online course; Online-Kurs; Kursstrukturplan; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Hausaufgabe; Messdaten; Lernleistung; Schulerfolg
Abstract	Previous research points to digital attention training as a potential remedy for the growing levels of distraction and emotional distress that adolescents experience. However, no studies with a comparison group have been conducted in high school settings to assess the feasibility and efficacy of digital attention training. Using a two-group, pretest/posttest design, this study examined the effect of an online course called Finding Focus. Across three U.S. high schools, N = 197, classrooms were assigned to either continue with school- as-usual or to complete 2.5 hr of attention training over the course of 22 days. At pretest, data collection via online surveys showed that 77% of students reported focusing less often during class than they believed they ideally should. Compared to those in the control condition, students in the intervention condition reported at posttest adopting a stronger growth mindset regarding their ability to focus (Cohen's d = 0.42) and greater confidence that they knew how to train that ability (d = 0.89). At posttest, those in the intervention condition also self-reported less mind-wandering during class (d = 0.31) and daily life (d = 0.42), as well as higher classroom focus (d = 0.29). The intervention also led to improvements in perceived emotional regulation (d = 0.37). Collectively, these results suggest that digital interventions may be a promising and scalable avenue for improving adolescents' attention and emotional well-being. [This is the online version of an article published in "Technology, Mind, and Behavior."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01