The Feasibility of Attention Training for Reducing Mind-Wandering and Digital Multitasking in High Schools

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.
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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