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- W4308473492 abstract "Previous research points to digital attention training as a potential remedy for the growing levels of distraction and emotional distress that adolescents experience. However, no studies with a comparison group have been conducted in high school settings to assess the feasibility and efficacy of digital attention training. Using a two-group, pretest/posttest design, this study examined the effect of an online course called Finding Focus. Across three U.S. high schools, N = 197, classrooms were assigned to either continue with school-as-usual or to complete 2.5 hr of attention training over the course of 22 days. At pretest, data collection via online surveys showed that 77% of students reported focusing less often during class than they believed they ideally should. Compared to those in the control condition, students in the intervention condition reported at posttest adopting a stronger growth mindset regarding their ability to focus (Cohenâs d = .42) and greater confidence that they knew how to train that ability (d = .89). At posttest, those in the intervention condition also self-reported less mind-wandering during class (d = .31) and daily life (d = .42), as well as higher classroom focus (d = .29). The intervention also led to improvements in perceived emotional regulation (d = .37). Collectively, these results suggest that digital interventions may be a promising and scalable avenue for improving adolescentsâ attention and emotional well-being." @default.
- W4308473492 created "2022-11-12" @default.
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- W4308473492 date "2022-11-02" @default.
- W4308473492 modified "2023-09-26" @default.
- W4308473492 title "Supplemental Material for Attention training improves the self-reported focus and emotional regulation of high school students." @default.
- W4308473492 doi "https://doi.org/10.1037/tmb0000092.supp" @default.
- W4308473492 hasPublicationYear "2022" @default.
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