Abstract
Mind-wandering is the focus of extensive investigation, yet until recently there has been no validated scale to directly measure trait levels of task-unrelated thought. Scales commonly used to assess mind-wandering lack face validity, measuring related constructs such as daydreaming or behavioral errors. Here we report four studies validating a Mind-Wandering Questionnaire (MWQ) across college, high school, and middle school samples. The 5-item scale showed high internal consistency, as well as convergent validity with existing measures of mind-wandering and related constructs. Trait levels of mind-wandering, as measured by the MWQ, were correlated with task-unrelated thought measured by thought sampling during a test of reading comprehension. In both middle school and high school samples, mind-wandering during testing was associated with worse reading comprehension. By contrast, elevated trait levels of mind-wandering predicted worse mood, less life-satisfaction, greater stress, and lower self-esteem. By extending the use of thought sampling to measure mind-wandering among adolescents, our findings also validate the use of this methodology with younger populations. Both the MWQ and thought sampling indicate that mind-wandering is a pervasive—and problematic—influence on the performance and well-being of adolescents.
Highlights
An extensive empirical literature has demonstrated that adults mind-wander as much as 30–50% of their waking lives, often at considerable expense to ongoing performance and quality of life (Kane et al, 2007; Killingsworth and Gilbert, 2010; Schooler et al, 2011)
Are there different implications for trait levels of mind-wandering vs. task-unrelated thought that occurs during testing? We examined each of these questions in a large sample of high school students by integrating thought sampling into a test of reading comprehension and administering a set of questionnaires to assess mind-wandering and several facets of well-being
High levels of mind-wandering on the Mind-Wandering Questionnaire (MWQ) predicted worse mood, greater stress, and lower selfesteem. These results suggest that even middle school students of 11–13 years of age can report the focus of their attention with reasonable accuracy
Summary
An extensive empirical literature has demonstrated that adults mind-wander as much as 30–50% of their waking lives, often at considerable expense to ongoing performance and quality of life (Kane et al, 2007; Killingsworth and Gilbert, 2010; Schooler et al, 2011). Mind-wandering is characteristically described as the interruption of task-focus by task-unrelated thought (TUT; Smallwood and Schooler, 2006). Consistent with this usage, the most common and direct assessment of mind-wandering involves periodically interrupting individuals during a task and asking them to report the extent to which their attention was either ontask or on task-unrelated concerns. Despite the growing recognition that variation in mind-wandering represents an important individual difference measure (Kane et al, 2007; McVay and Kane, 2012; Mrazek et al, 2012a,b), research has until recently proceeded without a validated scale to directly measure trait levels of task-unrelated thought. Perhaps the most widely used scale to assess trait levels of mind-wandering is the Daydream Frequency
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
