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Category: Project

Description: In this study, we first emphasize mind wandering's pivotal role in self-regulation during learning. We will integrate mind-wandering theories into self-regulated learning (SRL) frameworks and show that meta-awareness of mind-wandering is related to different underlying cognitive mechanisms (Christoff et al., 2009). In terms of SRL frameworks, one could argue that unaware mind wandering signifies a (temporary) suspension of the (successful) monitoring of one's cognitive processes (which would mean catching oneself in the act of mind wandering). Conversely, aware mind wandering may signify a deliberate allocation of cognitive resources away from the primary task (Jefferies et al., 2008), potentially serving as a regulatory mechanism for managing affective or motivational states, such as heightened frustration during task performance (Risko et al., 2012). Therefore, executive functioning and attention control could be interpreted as lower-level self-regulation abilities. Second, we will conduct a preregistered systematic literature review on assessing mind wandering as a SRL component during learning utilizing AI-supported screening and following the PRISMA 2020 statement (Page et al., 2021). We will analyze the definitions of mind wandering, specifically in terms of meta-awareness, the data streams used for assessment as well as the alignment with the self-regulated learning process, multimodal data, and analysis (SMA) grid (Molenaar et al., 2023). Finally, we will use an exemplary study assessing aware and unaware mind wandering during video lecture viewing, utilizing survey, gaze, video, and physiological (EDA) data streams (Bühler et al., under review) to show how the integration of multiple data streams and the association of mind wandering with various aspects of cognition, affect, motivation, and metacognition within the SMA grid allows for a more holistic understanding of mind wandering in the context of SRL theories.