Focus during independent work improves, with the largest gains among students who complete the most sessions¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2 · i1 small
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 In Study 2, focus during independent work significantly increased from pre- to post-test among the pre-registered room-to-grow subset, and the increase was larger for students who completed more sessions. → Michael D. Mrazek 2026 q2 i? Exploratory analysis found the independent-work-focus increase was also significant across the entire sample, with greater improvements associated with more completed sessions. → Michael D. Mrazek 2026 (2)

Evidence¶

Michael D. Mrazek 2026¶

Michael D. Mrazek, Dustyn S. Ransom, Amy R. Texter, Calvin V. Tower, Bryce A. Rutila, Thomas F. Kennedy, Elijah J. Woodson, Jonathan W. Schooler, Alissa J. Mrazek. (2026). Theory-driven design and validation of a tool to enhance academic focus. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10730-y

q2 · i1 · design · r3

Study 2 used a refined two-item percentage-based measure of independent work focus. In the pre-registered room-to-grow subset, focus increased (Table 2: SMD = 0.28), and the increase was larger for students who completed more sessions, b = 0.61, p = .028.

"Among this a priori and pre-registered subset, focus during independent work significantly increased from pre- to post-test (Table 2). This increase was larger for students who completed more sessions, b = 0.61, SE = 0.28, t (378.0) = 2.20, p = .028."

Michael D. Mrazek 2026 (2)¶

Michael D. Mrazek, Dustyn S. Ransom, Amy R. Texter, Calvin V. Tower, Bryce A. Rutila, Thomas F. Kennedy, Elijah J. Woodson, Jonathan W. Schooler, Alissa J. Mrazek. (2026). Theory-driven design and validation of a tool to enhance academic focus. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10730-y

q2 · i? · design · r3

An exploratory whole-sample analysis in Study 2 found the independent-work-focus increase significant (Table 2: SMD = 0.10), with greater improvements associated with more completed sessions, b = 0.57, p = .024. The dose association is correlational.

"An exploratory analysis determined that the increase in independent work focus was also significant across the entire sample (Table 2), with greater improvements in independent work focus associated with a higher number of completed sessions, b = 0.57, SE = 0.25, t (177.9) = 2.28, p = .024."

Discussion¶

Related Claims¶

• Students' real-time focus improves cumulatively across Focus Coach sessions over time — related
• Classroom focus improves from pre-test to post-test among students who initially focus less than they ideally should — related
• Study 1 found no significant change in independent work focus with the single-item measure — related