Gao Weiwei, Luo Liang, Yang Chunliang, Liu Zhaomin
Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China.
Faculty of Psychology, Beijing Normal University, Beijing, China.
J Youth Adolesc. 2024 Aug;53(8):1820-1831. doi: 10.1007/s10964-024-01979-8. Epub 2024 Apr 10.
Although metacognition plays a pivotal role in theoretical accounts of mind wandering, their longitudinal relationships have not yet been investigated during the important developmental period of early adolescence. This study aimed to examine the developmental trajectories of spontaneous and deliberate mind wandering and the dynamic associations between metacognition and two types of mind wandering in early adolescence. A sample of 4302 Chinese students beginning in Grade 4 (47.4% female; initial M = 9.84, SD = 0.47) completed questionnaires on five occasions over 2.5 years. The results showed that deliberate mind wandering, but not spontaneous mind wandering, gradually increased from Grade 4 to Grade 6. Metacognition was negatively related to spontaneous mind wandering but positively related to deliberate mind wandering. These findings provide empirical evidence for theoretical viewpoints from both individual differences and developmental perspectives.
尽管元认知在关于走神的理论阐释中起着关键作用，但在青春期早期这一重要发展阶段，它们之间的纵向关系尚未得到研究。本研究旨在考察青春期早期自发走神和刻意走神的发展轨迹，以及元认知与这两种走神类型之间的动态关联。4302名中国四年级学生（女生占47.4%；初始平均年龄M = 9.84岁，标准差SD = 0.47）参与了研究，他们在2.5年的时间里分五次完成了问卷调查。结果显示，从四年级到六年级，刻意走神逐渐增加，而自发走神则不然。元认知与自发走神呈负相关，但与刻意走神呈正相关。这些发现为来自个体差异和发展视角的理论观点提供了实证依据。
