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Table 3 Correlations between off-task thought types and other variables, in the present study (both for the full sample and separately for each interpolated-activity condition, i.e., testing versus restudy) and in the methodologically similar Kane et al. (2017) study

From: Interpolated testing and content pretesting as interventions to reduce task-unrelated thoughts during a video lecture

Off-task thought

Correlate

Study/sample

Correlation [with 95% CI]

TUT

Posttest composite

Present/full

r(193) =  − .39 [− .50, − .26]*

  

Present/testing

r(97) =  − .40 [− .54, − .22]*

  

Present/restudy

r(94) =  − .40 [− .55, − .21]*

  

Kane et al. (2017)

r(180) =  − .48 [− .58, − .36]*

 

Situational interest

Present/full

r(179) =  − .47 [− .58, − .35]*

  

Present/testing

r(89) =  − .41 [− .57, − .22]*

  

Present/restudy

r(88) =  − .57 [− .70, − .41]*

  

Kane et al. (2017)

r(180) =  − .56 [− .65, − .45]*

Lecture-related

Posttest composite

Present/full

r(193) = .15 [.01, .29]*

  

Present/testing

r(97) = .13 [− .07, .32]

  

Present/restudy

r(94) = .18 [− .03, .36]

  

Kane et al. (2017)

r(180) = .26 [.12, .39]*

 

Situational interest

Present/full

r(179) = .20 [.06, .34]*

  

Present/testing

r(89) = .04 [− .16, .25]

  

Present/restudy

r(88) = .36 [.17, .53]*

  

Kane et al. (2017)

r(180) = .26 [.12, .39]*

  1. *p < .05