The Internal and External Escape: A Multi- Variable Analysis of Boredom Proneness, Phubbing, and Mind-Wandering in Medical Education

Abstract

Boredom proneness, phubbing, and mind-wandering are increasingly recognized as behavioral and psychological factors that may influence students’ engagement, attention, and academic experiences in medical education. This study examines the relationships among these three constructs, conceptualizing phubbing as an external escape through smartphone-related disengagement and mind-wandering as an internal escape through attentional shifts away from the learning environment. A multivariable approach is used to explore whether boredom proneness predicts phubbing and mind-wandering while considering relevant demographic and educational factors. The study aims to provide insight into how persistent boredom may contribute to digital distraction and reduced cognitive engagement among medical students. Understanding these associations is particularly important because medical education requires sustained concentration, active participation, and effective information processing. The findings may help educators identify students at greater risk of disengagement and develop targeted strategies to promote attention, classroom participation, and healthier technology use. Interventions such as engaging teaching methods, structured digital-device policies, mindfulness-based techniques, and student well-being programs may help reduce maladaptive forms of escape. Overall, this research highlights the interconnected nature of boredom, smartphone-related behavior, and attentional control and emphasizes the need for supportive learning environments that enhance students’ psychological well-being and academic engagement.