Predicting Phonological Awareness: The Roles of Mind-Wandering and Executive Attention

Abstract

Purpose: This study aimed to investigate the predictive relationships between mind-wandering, executive attention, and phonological awareness. Methodology: A cross-sectional design was utilized, encompassing 300 participants recruited from a large urban university. Participants underwent assessments using the Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) for phonological awareness, the Mind-Wandering Questionnaire (MWQ) for mind-wandering, and the Attention Network Test (ANT) for executive attention. Data were analyzed through multiple linear regression using SPSS Version 27, assessing the predictive power of mind-wandering and executive attention on phonological awareness. Findings: The regression analysis demonstrated that mind-wandering and executive attention significantly predict phonological awareness, explaining 35% of its variance (R² = 0.35). Mind-wandering was found to have a negative impact on phonological awareness, with a standardized beta coefficient (β) of -0.22 and a p-value of <0.01, indicating that an increase in mind-wandering behaviors is associated with a decline in phonological processing skills. In contrast, executive attention positively influenced phonological awareness, evidenced by a β of 0.28 and a p-value of <0.01. This suggests that individuals with higher executive attention capabilities tend to have better phonological processing abilities. These results highlight the nuanced roles that cognitive processes play in influencing phonological awareness, underscoring the differential impact of mind-wandering and executive attention on language skills development. Conclusion: The study indicates the significant roles that both mind-wandering and executive attention play in phonological awareness. While mind-wandering may serve as a potential hindrance, executive attention appears to facilitate phonological processing skills.