Mind wandering, together with test anxiety and self‐efficacy, predicts student's academic self‐concept but not reading comprehension skills

Desideri, Lorenzo; Ottaviani, Cristina; Cecchetto, Carla; Bonifacci, Paola

doi:10.1111/bjep.12240

Cited by 19 publications

(16 citation statements)

References 94 publications

(119 reference statements)

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“…Therefore, results allow suggesting that MW as a dispositional trait might not be influenced by a reading disorder, whereas children with dyslexia might be more prone to MW during self-paced reading, possibly due to disfluency, weaknesses in working memory or to a higher perceived text difficulty. The tendency to mind-wander seems more related to emotional traits, as evidenced in previous literature (Desideri et al, 2019;Seli et al, 2019) and from correlation analyses in the present study. Indeed, in the present study, only MW dispositional measures but not probes were related to anxiety and depression (Desideri et al, 2019;Seli et al, 2019).…”

Section: Discussionsupporting

confidence: 87%

“…The tendency to mind-wander seems more related to emotional traits, as evidenced in previous literature (Desideri et al, 2019;Seli et al, 2019) and from correlation analyses in the present study. Indeed, in the present study, only MW dispositional measures but not probes were related to anxiety and depression (Desideri et al, 2019;Seli et al, 2019). Therefore, it might be hypothesized that mood disorders might detract additional resources from working memory, leading to having one's mind engaged in negative thoughts during cognitive tasks.…”

Section: Discussionsupporting

confidence: 87%

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Text‐to‐speech applications to reduce mind wandering in students with dyslexia

Bonifacci

Colombini

Marzocchi

et al. 2021

Computer Assisted Learning

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Background: Mind wandering-that is, a shift in the contents of thought away from an ongoing task-can have detrimental consequences for students' reading comprehension. To date, no evidence is available on the effects of text-to-speech solutions on rates of mind wandering during reading.Objectives: The study aimed to evaluate the effects of text-to-speech technology on frequency of mind wandering and reading comprehension in young students with dyslexia (20) and typical development (50).Methods: Students were presented, on a personal computer, texts and comprehension questions in two modalities: self-paced silent reading and text-to-speech reading. Comprehension scores and mind wandering occurrence were considered. A battery of cognitive tasks and questionnaires on mind wandering and emotional traits was also included.Results: There were no differences in baseline rates of mind wandering between the two groups. In the text-to-speech condition, both groups showed better reading comprehension and reduced rates of mind wandering. Students with dyslexia were significantly more on task in the text-to-speech condition compared to the self-paced reading condition.Implications: These results suggest that text-to-speech might represent a reading solution that allows students with Dyslexia to diminish mind wandering during textto-speech reading.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 87%

Text‐to‐speech applications to reduce mind wandering in students with dyslexia

Bonifacci

Colombini

Marzocchi

et al. 2021

Computer Assisted Learning

Self Cite

View full text Add to dashboard Cite

show abstract

“…At times, mind-wandering may occur consciously as an evolutionary human mechanism to evade boredom or lower cognitive fatigue; however, mind-wandering may also occur unconsciously [50] . On one hand, task-related mind-wandering, where a person starts with some thoughts related to a task and mind wanders, has been shown to exhibit benefits such as creativity and future planning [31 , 71] . On the other hand, task-unrelated mind-wandering, or off-task thought, is the act of mind-wandering to thoughts completely unrelated to the primary task [88 , 93] .…”

Section: Literature Reviewmentioning

confidence: 99%

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

Wong

Mesghina

Chen

et al. 2023

Computers and Education Open

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“…Engagement has been found to have a significant and positive relationship with student outcomes such as students’ progress in learning, course satisfaction, and course grades (Bolliger & Halupa, 2018 ). When online courses are not grounded in learning theory, or they are difficult to navigate, uninteresting, or unengaging, studies have shown that this will likely lead to negative course engagement behaviors such as increased mind-wandering, or the directing of attention away from a primary task (Desideri et al, 2019 ). Elaboration strategies are students’ ability to store information into their long-term memory through the summative aligning of conceptual content and activities (Pintrich et al, 1993 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses

Wong

Hughes

2022

J Comput High Educ

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Higher education may benefit from investigating alternative evidence-based methods of online learning to understand students’ learning behaviors while considering students’ social cognitive motivational traits. Researchers conducted an in situ design-based research (DBR) study to investigate learner experience design (LXD) methods, deploying approaches of asynchronous video, course dashboards, and enhanced user experience. This mixed-methods study (N = 181) assessed associations of students’ social cognitive motivational traits (self-efficacy, task-value, self-regulation) influencing their learning behaviors (engagement, elaboration, critical thinking) resulting from LXD. Social cognitive motivational traits were positively predictive of learning behaviors. As motivational factors increased, students’ course engagement, usage of elaboration, and critical thinking skills increased. Self-efficacy, task-value, and self-regulation explained 31% of the variance of engagement, 47% of the explained variance of critical thinking skills, and 57% of the explained variance in the usage of elaboration. As a predictor, task-value beliefs increased the proportion of explained variance in each model significantly, above self-efficacy and self-regulation. Qualitative content analysis corroborated these findings, explaining how LXD efforts contributed to motivations, learning behaviors, and learning experience. Results suggest that mechanisms underpinning LXD and students’ learning behaviors are likely the result of dynamically catalyzing social cognitive motivational factors. The discussion concludes with the LXD affordances that explain the positive influences in students’ social cognitive motivational traits and learning behaviors, while also considering constraints for future iterations.

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Mind wandering, together with test anxiety and self‐efficacy, predicts student's academic self‐concept but not reading comprehension skills

Abstract: This study highlights the importance of evaluating the effects of MW on academic self-concept, taking into account a complex pattern of motivational and emotional variables.

Cited by 19 publications

References 94 publications

Text‐to‐speech applications to reduce mind wandering in students with dyslexia

Text‐to‐speech applications to reduce mind wandering in students with dyslexia

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses

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