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Thought Sampling: A Study of Student Attention through Self-Report

1974; Taylor & Francis; Volume: 45; Issue: 3 Linguagem: Inglês

10.1080/10671315.1974.10615271

2576-2583

Lawrence F. Locke, Mary K. Jensen,

Mind wandering and attention

Abstract Eighty-two volunteer subjects in 4 college physical education classes responded to an auditory signal given during class periods by recalling and making an immediate written record of their thoughts just before the signal. Recording procedures were designed to maximize accuracy, clarity, and truthfulness of responses. Randomly distributed thought samples were obtained from each class over a period of 15 wk. A total of 639 responses were categorized by expressed focus of attention. A scale reflecting the implied level of student commitment to cognitive processing of instructional events was used to assign a numerical score to each category. Level of attention scores then were computed for each subject, class, and type of instructional operation. Analysis revealed substantial differences between the levels of attention characteristic of individual students, whole classes, and specific pedagogical tactics.