Success in postsecondary education requires proficiency with academic online information seeking. Navigating the internet to find information is a complicated task that is vulnerable to lapses in attention. This study examined the relationships among Canadian graduate students' self‐reported behavioral inattention symptoms, awareness and regulation of attentional focus (meta‐attention), and online academic information seeking abilities. One‐hundred and thirteen (99 female) graduate students (83 master's level, 27 doctoral level) completed an online self‐report questionnaire examining domain‐ and strategic‐experience, behavioral inattention symptoms, meta‐attention, and online information seeking ability. Results indicated that self‐reported inattention symptoms, both components of meta‐attention and domain experience each significantly predicted unique variance in online information seeking ability. Implications for research and intervention are discussed.

中文翻译：

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行为注意力不集中，元注意力与研究生在线信息寻求之间的关系

中等教育的成功需要精通在线学术信息搜索。浏览互联网以查找信息是一项复杂的任务，容易引起注意力的疏忽。这项研究检查了加拿大研究生自我报告的行为注意力不集中症状，注意力集中度（元注意力）的意识和调节以及在线学术信息寻求能力之间的关系。一百三十一名（99名女）研究生（83名硕士，27名博士）完成了在线自我报告调查问卷，以调查领域和策略经验，行为注意力不集中的症状，元注意和在线信息寻找能力。结果表明，自我报告的注意力不集中症状，元注意力和领域经验的两个组成部分均显着预测了在线信息搜索能力的独特差异。讨论了对研究和干预的意义。