Publication: How Do Students Shift from Task-Related to Task-Unrelated Thoughts?
Authors
Kuldas, Seffetullah ; Hashim, Shahabuddin ; Nizam Ismail, Hairul
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Aunque un creciente número de investigaciones psicológicas
demuestran que los procesos de pensamiento inconsciente de los estudian-
tes pueden estar relacionados con las tareas, la investigación educativa to-
davía tiene que proporcionar evidencia empírica para esta relación en un
contexto de aprendizaje en el aula. La literatura educativa también es poco
concluyente en cuanto a si los estudiantes consciente o inconscientemente
se involucran en pensamientos que no tienen relación con la tarea. Una
cuestión clave que surge de esta indiferencia es si los pensamientos no re-
lacionados con la tarea facilitan o inhiben el aprendizaje y el desempeño de
las tareas cuando los estudiantes consciente e inconscientemente cambian
su atención fuera de los pensamientos relacionados con la tarea. Esta revi-
sión tiene como objetivo mejorar la comprensión de cómo los estudiantes
cambian de pensamientos relacionados y no relacionados con la tarea. La
revisión presenta una amplia gama de pruebas de cómo el cambio ocurre
inconscientemente en lugar de conscientemente. El cambio inconsciente
como resultado de las emociones negativas de los estudiantes puede inhibir
en lugar de facilitar los procesos de aprendizaje. Se necesita más evidencia
en la investigación educativa acerca de cómo ocurre el cambio en los pen-
samientos de los estudiantes dentro del aula.
Although a growing body of psychological research shows that students’ unconscious thought processes can be task-related, educational research has yet to provide empirical evidence for this relation in a class- room learning context. Educational literature is also inconclusive as to whether students consciously or unconsciously engage in task-unrelated thoughts. A key issue arising from this indistinctness is whether task- unrelated thoughts facilitate or inhibit learning and task performance when students consciously and when unconsciously shift their attention away from task-related thoughts. This review aims to enhance understanding of how students shift from task-related to task-unrelated thoughts. The re- view presents a wide range of evidence for how the shift happens uncon- sciously rather than consciously. The unconscious shift as a result of stu- dents’ negative emotions can inhibit rather than facilitate learning process- es. Further evidence is necessary for the required educational research on how the shift in students’ thoughts happens within the classroom
Although a growing body of psychological research shows that students’ unconscious thought processes can be task-related, educational research has yet to provide empirical evidence for this relation in a class- room learning context. Educational literature is also inconclusive as to whether students consciously or unconsciously engage in task-unrelated thoughts. A key issue arising from this indistinctness is whether task- unrelated thoughts facilitate or inhibit learning and task performance when students consciously and when unconsciously shift their attention away from task-related thoughts. This review aims to enhance understanding of how students shift from task-related to task-unrelated thoughts. The re- view presents a wide range of evidence for how the shift happens uncon- sciously rather than consciously. The unconscious shift as a result of stu- dents’ negative emotions can inhibit rather than facilitate learning process- es. Further evidence is necessary for the required educational research on how the shift in students’ thoughts happens within the classroom
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