From Distraction to Meta-Awareness: Self-Regulated Learning and the Wandering Mind

Did you catch yourself thinking about something else while reading this program? You are not alone, and it is perfectly normal to frequently think about something unrelated to a task you are trying to achieve. This phenomenon is known as off-task thought, or colloquially mind wandering, and it is inevitable. While learning, students experience mind wandering about 30% of the time. So, how do they regulate their behaviour in response? Through four distinct approaches, this doctoral research investigates the relationship between self-regulated learning and mind wandering. A conceptual paper synthesises the theoretical connections, and a meta-analysis assesses the effects of task-related interference. A case study gauges the frequency and type of students’ mind wandering during video lectures. A randomised experiment tests interpolated testing and self-explanation writing to mitigate mind wandering. Data collection and analysis for these components are underway. Collectively, these elements provide a comprehensive study of how self-regulation impacts students’ reactions to mind wandering.

11/2023