The Relationship between Motivation and Mind Wandering: Learning Strategies as a Mediator

Abstract

Students in tertiary education can experience negative mind wandering, defined as task-unrelated thought, during their individual study time. This can disrupt their focus and reading comprehension. Previous studies found that students’ level of motivation is related to their mind wandering. Additionally, it is found that the level of students’ motivation affects their use of learning strategies, as previous studies about the reduction of mind wandering have found methods that are similar to learning strategies. This study investigates if the relation between students’ motivation and their mind wandering is mediated through the use of learning strategies. Furthermore, this study examines which specific learning strategy plays a mediating role in the relationship between motivation and mind wandering. The data were collected from students in tertiary education in the Netherlands. The students’ mind wandering, motivation, and use of learning strategies are measured by existing questionnaires. The results showed that the relation between motivation and mind wandering is fully mediated through learning strategies. The strategies of time and study management, effort regulation, and help seeking appear to mediate the relationship between motivation and mind wandering. Concluding, the use of learning strategies forms an explanation for the relation between motivation and mind wandering. However, further research should be done to examine if promoting the learning strategies has an impact on student’s performance.