Pathway to Disruptive Behavior: Mind Wandering & Habits of Mind

Mohammed A. Al Doghan

King Faisal University, Al-Ahsa 31982, Saudi Arabia.

Jamshid Pardaev

Termez University of Economics and Service, Uzbekistan

Abstract

This study explores the pathway to disruptive behavior by examining how habits of mind influence mind wandering and, in turn, contribute to disruptive tendencies among college students. The research also investigates the moderating role of avoidance behavior in shaping these relationships, offering a comprehensive view of the cognitive and behavioral mechanisms underlying classroom disruption. Data were collected from 266 graduate students enrolled in various programs across different colleges. Standardized scales adopted from previous validated studies were used to measure habits of mind, mind wandering, avoidance behavior, and disruptive behavior. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the data and test the hypothesized relationships. Results revealed that habits of mind significantly influence both mind wandering and disruptive behavior. Moreover, mind wandering mediated the relationship between habits of mind and disruptive behavior. Avoidance behavior was found to moderate the effects of habits of mind on both mind wandering and disruptive behavior, highlighting its regulatory role in cognitive and behavioral processes. This study contributes to the growing literature on cognitive-behavioral dynamics by uncovering how internal cognitive dispositions and avoidance tendencies shape student behavior. The findings offer valuable insights for educators seeking to manage disruptive tendencies through cognitive and behavioral interventions.

Habits of mind, Mind wandering, Disruptive behavior, Avoidance behavior, PLS-SEM.