Individual differences in task-unrelated thought in university classrooms
Michael J. Kane, Nicholas P. Carruth, John Lurquin, Paul J. Silvia, Bridget A. Smeekens, Claudia C. von Bastian, Akira Miyake
Abstract
This study investigated what academic traits, attitudes, and habits predict individual differences in task-unrelated thought (TUT) during lectures, and whether this TUT propensity mediates associations between academic individual differences and course outcomes (final grade and situational interest evoked by material). Undergraduates (N = 851) from ten psychology classes at two US universities responded to thought probes presented during two early-course lectures; they also indicated sitting in the front, middle, or back of the classroom. At each probe, students categorized their thought content, such as indicating on-task thought or TUT. Students also completed online, academic-self-report questionnaires at the beginning of the course and a situational interest questionnaire at the end. Average TUT rate was 24% but individuals' rates varied widely (SD = 18%). TUT rates also increased substantially from the front to back of the classroom, and modestly from the first to second half of class periods. Multiple-group analyses (with ten classroom groups) indicated that: (a) classroom media-multitasking habits, initial interest in the course topic, and everyday propensity for mind-wandering and boredom accounted for unique variance in TUT rate (beyond other predictors); (b) TUT rate accounted for unique (modest) variance in course grades and situational interest; and (c) classroom media multitasking and propensity for mind-wandering and boredom had indirect associations with course grades via TUT rate, and these predictor variables, along with initial interest, had indirect associations with end-of-term situational interest via TUT rate. Some academic traits and behaviors predict course outcomes in part because they predict off-task thought during class.