Mind wandering during lectures II: Relation to academic performance

  • Wammes J
  • Seli P
  • Cheyne J
 et al. 
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We explored whether students' (N = 154) engagement in mind wandering (both intentional and unintentional forms) throughout a 12-week undergraduate course was related to their performance on in-class quiz questions and later course exams. Intermittently presented thought-probes sampled mind-wandering rates during lectures, and retention of lecture information was gauged by later quiz and exam performance. A number of self-report measures including overall grade-point average (GPA), motivation to learn, and overall propensity to mind wander were also collected. Among the many results of our study, we found that at the group level students' bouts of intentional, t = 2.37, p {

Author-supplied keywords

  • attention
  • education
  • lecture
  • mind wandering
  • retention

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  • Jeffrey D Wammes

  • Paul Seli

  • J Allan Cheyne

  • Pierre O Boucher

  • Daniel Smilek

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