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首页> 外文期刊>British journal of educational psychology >Mind wandering, together with test anxiety and self-efficacy, predicts student's academic self-concept but not reading comprehension skills
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Mind wandering, together with test anxiety and self-efficacy, predicts student's academic self-concept but not reading comprehension skills

机译：介意徘徊，以及测试焦虑和自我效能，预测学生的学术自我概念，但没有阅读理解技能

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Background Mind wandering (MW) has commonly been linked to bad scholastic performance; however, such association has rarely been investigated in the classroom. Moreover, in examining such association, motivational variables have been largely ignored. Aim We aimed at examining the associations between the dispositional tendency to engage in MW and a series of reading comprehension skills and measures of academic self-concept above and beyond the role of sex, age, test anxiety, self-efficacy, and self-regulation strategies. Sample Late adolescents (N = 272, 133 females; 17.23 +/- 1.10 years) recruited from 15 classes in public high schools. Methods Students were examined in their classroom during regular teaching activities and first performed a reading comprehension test. Then, they underwent a battery assessing literacy skills, academic self-concept, the dispositional tendency to mind wander, and aspects related to self-regulated learning. Results Reading comprehension and literacy skills (decoding, orthographic awareness, spelling skills, and phonological abilities) were not associated with the tendency to mind wander. Instead, MW, test anxiety, and self-efficacy - but not self-regulatory strategies - were independent predictors of academic self-concept. Conclusions 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.
机译：背景介意徘徊（MW）通常与糟糕的学术表现相关联;但是，这种协会很少在课堂上调查。此外，在检查这种关联中，激励变量在很大程度上被忽略了。目的我们旨在审查拟步趋势之间的协会，从事MW和一系列阅读理解技能和学术自我概念的措施，超出性别，年龄，考试焦虑，自我效力和自我监管的作用策略。后期青少年（n = 272,133女性; 17.23 +/- 1.10年）从公共高中的15级招募。方法在常规教学活动期间在课堂上进行学生在课堂上进行检查，并首先进行了阅读理解测试。然后，他们经历了电池评估识字技巧，学术自我概念，介意徘徊的倾向倾向，以及与自我监管学习相关的方面。结果阅读理解和识字技巧（解码，正交意识，拼写技巧和语音能力）与思想徘徊的趋势没有相关。相反，MW，考试焦虑和自我效能 - 而不是自我监管策略 - 是学术自我概念的独立预测因素。结论这项研究突出了评估MW对学术自我概念的影响的重要性，同时考虑到励志和情绪变量的复杂模式。

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