During academic activities, adolescents must manage both the internal distraction of mind-wandering and the external distraction of digital media. Attention training has emerged as a promising strategy for minimizing these distractions, but scalable interventions that can deliver effective attention training in high schools are still needed. The present investigation used a one-group pre-post design to examine the feasibility and outcomes of a digital attention training course at a public high school. The intervention was delivered with reasonably strong fidelity of implementation, with students completing 92% of the lessons and 79% of the daily exercises. At baseline, students reported mind-wandering more frequently during class than they multitasked, and mind-wandering was more negatively correlated with classroom focus. From pre-test to post-test (n = 229), students reported improved emotional regulation and reduced mind-wandering during daily life. Among the 76% of students who felt they paid attention in class less than they should, classroom focus improved significantly. During class, these students reported significantly less mind-wandering but slightly greater digital multitasking. During homework, they reported significantly less digital multitasking but only marginally reduced mind-wandering. Collectively, these results suggest that online interventions could be a scalable way of providing attention training in high schools, but that future work must consider the role of both mind-wandering and digital multitasking.
Guided by the job demands-resources model and social-cognitive theory, we examined how educator perceived school connectedness and their attempts to connect with school members (i.e., administrators, staff, students, and families) concurrently and interactively influenced educators' compassion fatigue and online teaching self-efficacy during distance learning in the Coronavirus disease (COVID-19) pandemic. Participants were 321 educators in a large, urban school district in northern California. Results of linear regression modeling suggested that educators with longer years of working in education and White educators reported higher levels of compassion fatigue than their counterparts. White educators also reported a lower level of online teaching self-efficacy than their counterparts. With the control of educators' gender, race/ethnicity, and years of teaching in education, educators' self-reported school connectedness is negatively associated with compassion fatigue. Educators' attempts to connect with students not only positively associated with compassion fatigue but also intensified the negative association between school connectedness and compassion fatigue. Moreover, educators' school connectedness and attempts to connect with administrators and staff both positively associated with online teaching self-efficacy. Also, educators' attempts to connect with families mitigated the positive association between school connectedness and online teaching self-efficacy. The findings highlight the importance of promoting educators' school connectedness in improving educators' occupational wellbeing. It also highlights that educators' school connectedness and their attempts to connect with certain group of school members mutually and interactively influence educators' compassion fatigue and online teaching self-efficacy. Impact and ImplicationsThe findings highlight the importance of promoting educators' school connectedness in improving educators' occupational wellbeing. It also highlights that educators' school connectedness and their attempts to connect with certain group of school members mutually and interactively influence educators' compassion fatigue and online teaching self-efficacy.
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