Unsworth Nash, McMillan Brittany D
Department of Psychology, University of Oregon, Eugene, OR 97403 USA.
Cogn Res Princ Implic. 2017;2(1):32. doi: 10.1186/s41235-017-0070-7. Epub 2017 Aug 23.
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.
本研究考察了教育情境中的日常注意力分散情况。本科生在实验室完成了各种认知能力测试，并在一周的时间里通过日记记录日常的走神和注意力分散情况。参与者报告了在课堂上和学习时走神及注意力分散的情况，且存在多种不同类型的注意力分散亚型。认知能力的个体差异与部分而非全部的日常注意力分散情况有关，对课程的动机和兴趣与特定的注意力分散亚型有关。最后，学业成绩与流体智力和动机有关，但与日常注意力分散无关。这些结果为本科生中普遍存在的不同类型的注意力分散情况以及哪些人最容易出现注意力分散提供了重要证据。
