جستجوی مقالات مرتبط با کلیدواژه "mind wandering" در نشریات گروه "روانشناسی"

The purpose of this research is to investigate the effect of attention control on mind wandering. The method of this research was semi-experimental. The statistical population includes fifth and sixth grade female students of Semnan city in the academic year of 1400-1401. The number of 38 people from the statistical population was calculated as available, and in order to predict the drop of the subjects or the loss of data, 2 people were present in the study more than the number of the calculated sample. The tool used to measure mind wandering was the Stroop test, which was completed under active and reactive attention control conditions. The data were analyzed using one-factor analysis of variance and repeated measurement by SPSS25 software. The findings showed that mind wandering is more in active attention control conditions than in reactive attention control conditions. The findings of this study can provide useful insight in understanding the phenomenon of mind wandering. Teachers and educational designers, having the knowledge related to this field, can design and produce educational content that students will experience during virtual education, where the minimum supervision by the teacher takes place during the learning process. The wandering of the mind will be less on the part of the students.

The aim of this study was to investigate the mediating role of mind-wandering in the relationship between metacognitive beliefs with psychological distress in students. The present study is basic research in terms of purpose and a correlational study in terms of method. The statistical population of the present study was all the students of the Azad University of Tehran Central Branch from four faculties (Psychology and Educational Sciences, Arts, Political Sciences, and Management) in 1401, of which 200 people were selected through random-cluster sampling. Research questionnaires included: Kessler Psychological Distress Scale (K10, Kessler & et al, 2002), Metacognition Questionnaire (MCQ, Wells, & Cartwright-Hatton, 2004), and the Mind Wandering Scale (MWS, Carriere & et al, 2013). Path analysis was used to analyze the data. The results of the path analysis indicated that the model fit in well. The findings showed that metacognitive beliefs and mind-wandering were directly related to psychological distress (p<0.001). Also, the components of metacognitive beliefs were able to predict psychological distress in students indirectly through mind-wandering (p<0.001). It can be concluded that mind-wandering plays a mediating role between metacognitive beliefs and psychological distress in students, and it is necessary to pay attention to these factors in interaction with each other in programs to improve students' mental health.

The aim of this study was the comparison of the marital attitude based on the severity of mind wandering in single students. The research method was descriptive and causal-comparative. The statistical population consisted of all single students of Islamic Azad University, Central Tehran Branch, in the academic year 2019-2020.100 people with mild mind wandering and 142 people with severe mind wandering were selected by convenience sampling method. To collect the data, the marital attitude scale (Barton and Rosen, 1998) and the mind wandering scale (Career and Sally, 2013) were used.  To analyze the data, an independent t-test was used. The results showed that the mean of pessimistic attitude in the group of severe mind-wandering was significantly higher than the group of mild mind wondering (p>0/05). The mean of optimistic, realistic, and idealistic attitudes was significantly higher in the mild mind wondering group than the severe mind wondering group (p>0/05). It is suggested that training be given to single students to reduce mind wandering to improve their attitudes toward marriage.

The aim of present study was to investigate the relationship between creativity dimension’s and mind wandering in students of Tabriz University. For this purpose, 330 students of Tabriz University were selected by multistage random cluster, and then completed creativity questionnaire (abedi), and mind wandering questionnaires (MWQ). Data were analyzed by structural equation modeling. Relationships and conceptual model suggests the hypothesis that, there is a relationship between creativity and mind wandering, approved and mind wandering has significant effect on creativity (r=0/35 p<0/05). The size of path coefficient is 0/44, which shows average relationship severity. Evaluation of model fitting showed that, research model is fit with data. (RMSEA=0/071, CFI=0/90, GFI=0/93, PGFI=0/68 NFI=0/89, X2=68/61, P<0/05, X2∕df=268). Comparison of standardized regression or coefficients beta shows the highest impact on mind wandering related to the fluid by a factor of 0/210 and initiative by a factor of 0/151. According to the results, expansion factor in the presence of mind wandering does not have effect on other aspects of creativity (P<0/05). Based on the results of present study, it can be concluded that, creativity has effect on mind wandering of people.