Attention Towards Mental Focus Scale-Bawar

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Attention Towards Mental Focus Scale
Bawar, Mikaela
San Mateo Municipal College
Bachelor of Science in Psychology
PSY ASS: Psychological Assessment
Ms. Maria Carmella L. Sucgang, RPm
June 24, 2024

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Test Overview
Attention towards Mental Focus typically refers to evaluating an individual's ability to
concentrate, sustain attention, and regulate their focus. The objective of assessing mental focus
can vary depending on the context and specific goals of the assessment.
According to Moran (2012) the capacity to pay attention to what's going on around you
while maintaining focus on the work at hand is known as concentration. According to cognitive
studies, it is essential for success in any field requiring competent performance. The first section
of the chapter defines three distinct concepts related to attention and concentration: split attention
(the capacity to execute two or more concurrent tasks with equal proficiency), effortful awareness,
and selective perception. Three popular attentional metaphors—the spotlight metaphor, capacity
(or resource) theory, and the filter approach—are examined in the following section. Next, the
relationship between competent performance and people's attention focus—that is, whether they
"shine" their mental spotlight inwardly or externally—is examined. Next, the question of why
experienced performers seems to "lose" their focus so quickly (due to both internal and external
distractions) is investigated. The five research-based components of successful concentration are
explained in the following portion of the chapter. The sixth section provides five useful strategies
that people can use to strengthen their capacity for concentration. The chapter concludes with a
discussion of several promising new avenues for studying how skilled performers manage their
attention.
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More than a century ago, psychologist William James (1890) first described attention as
the ability to process "one out of what seem several simultaneously possible objects or trains of
thought." It suggests letting go of some things to properly handle others (James, 1890). This
implies that you focus your attention on one particular mental concept and that this is the only
notion that moves ahead in your mind. The human brain is capable of processing multiple pieces
of information at once. It is also commonly acknowledged that attention is selective, albeit in a
more nuanced sense—that is, that the person deliberately chooses which environmental cues to
pay attention to.
According to Browne (2009), the term "attention focus" refers to the capacity to pay
attention to pertinent material when teaching or in any other situation where your attention is
needed. Environmental cues may or may not affect how well a task is performed. This focus's
broadening or narrowing is referred to as "attention narrowing." To put it another way, attention
narrowing makes fewer cues available in the environment, increasing the likelihood that cues will
be used—or used well. This is comparable to a digital camera's zoom feature. One is the
broad/narrow perspective, which involves processing many or a few components of the
environment from a broad or limited point of view. Your attention will occasionally shift from the
class to the person and back again.
As stated by Browne (2009), focus is necessary for success in the teaching profession. It is
about living fully in the now, in the here and now. It doesn't matter about the past or the future.
You appear to have no trouble staying in the now. Focus and awareness. Gain more focus on
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pertinent information by learning. This entails learning how to concentrate on a certain subject,
such as the amount of attention students are paying to their work, whether or not they are on task,
and so forth. But first, you might find it easier to practice this with something straightforward, like
paying increasing amounts of attention to your breathing or a lit candle. Reduce your attention to
unimportant stimuli. To do this, practice "shutting out" everything that could interfere with your
ability to focus, for example, the noise from another classroom. With this in mind, we can now
develop the earlier diagram to incorporate this ‘attention shift’.
As stated by Grungeiger, (2020) explains that in many attention-relevant environments,
the human operator is confronted with a wide array of dynamic sources of information. We refer
to these as Areas of Interest or AOIs. Typically, they are human-designed dynamic displays,
such as an altimeter, speedometer or pressure indicator, or panel of warning lights, but also may
include naturalistic elements like the view down the highway or out the cockpit windscreen, or
the area of a surgical patient’s body.
Target Population
The service users for this assessment will be the college students from SMMC. The
decision to assess the attentional abilities of SMMC college students is strategic due to the critical
developmental stage and increased academic demands typical of this period. This time represents
a pivotal moment for cognitive and social development, making it an opportune moment to
evaluate attentional functioning. Additionally, transitions in education or life stages often occur
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during this time, potentially impacting attention. Identifying attentional difficulties early on,
especially in the context of academic challenges, allows for timely intervention and support.
Therefore, assessing attention in SMMC college students provides valuable insights into their
developmental trajectory and informs targeted interventions to address any identified difficulties.
`Literature Review
J (2023) defines attention as the capacity to concentrate on one thing while blocking out
irrelevant information. By paying attention, we can "tune out" ideas, feelings, and information that
aren't relevant right now and concentrate our efforts on what is. The capacity to focus our attention
on anything for an extended length of time is known as concentration. Another name for it is
"sustained attention." Concentration and attention are critical for learning. To comprehend and
retain things, we must pay attention to and focus on them.
Our brains' capacity to selectively focus on one item while blocking out other stimuli is well
known. Additionally, we are aware that when we are concentrating on anything, our brains are
inadvertently scanning the environment to see if anything noteworthy is occurring. Because of
this, attention is frequently compared to a spotlight, with the fringe representing what our brain is
inadvertently checking out and the region of focus representing what we are actively paying
attention to. This is how other information might "break into" our attention without our knowledge.
According to (Crna, 2023)Some individuals may seem natural to have more control over
their attention, but most people’s ability to pay attention will vary depending on lots of things such
as how tired, how hungry, or how comfortable they are

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Difficulty in concentrating can be caused by or contributed to by a variety of medical issues. Even
though it's not always an emergency, losing focus can indicate that you need medical help. You
need to focus to complete your daily tasks at work or school. You can't think properly, concentrate
on a task, or pay attention when you're not able to concentrate. If you're having trouble focusing,
it may impair how well you do at work or school. Your ability to think clearly may also decline,
which could influence how you make decisions.
According to Liao (2021), being unable to concentrate affects people differently. Some
symptoms you may experience include being unable to remember things that occurred a short time
ago, difficulty sitting still, difficulty thinking clearly, frequently losing things or having difficulty
remembering where things are, inability to make decisions, inability to perform complicated tasks,
lack of focus, lacking physical or mental energy to concentrate, and making careless mistakes.
Each time you buckle down to work, your mind wanders or you start scrolling through your phone.
Most people have trouble focusing from time to time. But if it happens often, you may wonder
why you can’t stay on task. Lots of things, like everyday habits, can affect your ability to
concentrate. In some cases, a health issue may be the cause. ADHD isn’t just a kid thing. In adults,
the main symptoms of this mental health condition can include Trouble focusing, Impulsiveness,
Mood swings, and Poor time management. Anxiety is like worrying and it takes brainpower, which
can get in the way of focusing. Signs of a generalized anxiety disorder can include Constant
anxiety, Fear, and Indecisiveness. Depression is a mood disorder that is more than just feeling sad.
It also affects the parts of your brain in charge of Attention, Memory, and Decision making
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According to Healthy Barrington (2018), our human powers of focus and concentration
help us survive and thrive in the world. Sometimes, however, we are unable to concentrate. We
have trouble paying attention, staying on task, or thinking clearly. When this happens, our
performance suffers, whether it’s in the workplace, at school, or in our daily lives. An inability to
focus and concentrate can also negatively impact our decision-making capacity. The inability to
concentrate manifests itself in many ways. Symptoms include an overall lack of focus, making
careless mistakes, trouble sitting still, lack of clarity in our thinking, an inability to reach a decision,
lack of short-term memory, an overall sense of distraction, difficulty remembering where things
are, and frequently misplacing things. The inability to focus and concentrate may occur
intermittently. Some people find that it’s more difficult to concentrate in certain settings and at
certain times of day. You might begin missing appointments that you have scheduled. Others may
mention that you seem distracted.
According to Chia (2023), Concentration means control of attention. It is the ability to
focus the mind on one subject, object, or thought, and at the same time exclude from the mind
every other unrelated thought, idea, feeling, and sensation. To concentrate is to exclude, or not pay
attention to, every other unrelated thought, idea, feeling, or sensation. Frequent distractions affect
productivity. It takes longer to finish a task. We don’t listen as well. We don’t comprehend things
as well, whether with our partners or with colleagues, and end up in misunderstanding,
misinterpretation, and conflict. It affects memory. We forget things or can’t recall information
promptly which affects our personal life and professional image.

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Theoretical Framework
Attention theory was developed, in part, to account for the inverse base-rate effect in human
learning. Attention theory articulates the distinction between the model that accounts for inter-
individual differences and the theory of working memory.
Test Specifications
This test aims to measure four specific content domains: cognition, self-awareness, control,
and flexibility. The cognition domain assesses an individual’s mental processes, including
perception, memory, and reasoning. This domain is crucial for understanding how respondents
process information, solve problems, and make decisions. The self-awareness domain evaluates
how well individuals understand their own thoughts, feelings, and behaviors, highlighting their
self-perception and awareness of their impact on their surroundings. Control examines the ability
to regulate emotions, thoughts, and behaviors in various situations, providing insight into
respondents' self-discipline and emotional regulation. Lastly, the flexibility domain measures
adaptability and openness to change, which is essential for understanding how individuals handle
new situations and their willingness to adjust behaviors or thinking. The test will be administered
using a Likert scale format, with sample responses ranging from 1 (Strongly Disagree) to 4
(Strongly Agree). This format is chosen because it effectively measures attitudes, perceptions, and
self-reported behaviors, which align well with the constructs of cognition, self-awareness, control,
and flexibility. The Likert scale offers a nuanced range of options, capturing varying degrees of
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agreement or disagreement, and is accessible to a broad range of respondents, ensuring inclusivity
regardless of educational background. The test consists of 20 items, with 5 items dedicated to each
of the four sub-domains. This length is selected to provide a comprehensive assessment without
causing respondent fatigue. Five items per sub-domain ensure a balanced and focused measure,
sufficient for reliable data collection. The total test length is manageable for administration in
various settings, including educational and organizational environments. Scoring for each item
ranges from 1 to 4, and the total score for each sub-domain is calculated by summing the responses
to the 5 items within that sub-domain. The score range for each sub-domain is from 5 to 20. Scores
are interpreted as follows: 5-8 indicates a low level of the construct, 9-12 indicates a moderate
level, 13-16 indicates a high level, and 17-20 indicates a very high level. Each sub-domain's scores
are interpreted independently to provide specific insights into the respondent’s strengths and areas
for development in cognition, self-awareness, control, and flexibility. Responses will be entered
into Jamovi for analysis, where total scores for each sub-domain will be calculated. Descriptive
statistics and reliability analyses, such as Cronbach's alpha, will be conducted to ensure the test's
internal consistency and reliability, providing a robust measure of the constructs.

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Item Writing
SUB VARIABLE A: Cognition
Lexical Definition: Cognitive theories considered attention to be a kind of bottleneck determining
whether incoming sensory information would reach short-term memory, and thus enter into
“higher-level” information processing. A major controversy in early attention research was
between early selection theories which held that pre-attentive processing was limited to “low-
level” analyses of physical features, and late selection theories which allowed pre-attentive
processing to include at least some degree of “high-level” semantic analysis. The early selection
was favored by experiments showing that subjects had poor memory for information presented
over the unattended channel in dichotic listening experiments. The late selection was favored by
evidence that such subjects were responsive to the presentation of their names over the unattended
channel.
Operational Definition: refers to the cognitive processes involved in directing and controlling
attention. Attention is not just a passive process of perceiving stimuli; it involves active cognitive
mechanisms that influence what we attend to and how we allocate our cognitive resources.
Items Question Accept Reject Revise Remarks
1 Ability to process and understand
information. (1- Very Poor / 5- Very Well)

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2 Ability to retain and recall information. (1-
Very Poor / 5- Very Well)
3 Ability to maintain attention while processing
4 Ability to remember the information while
staying focused on a task. (1- Very Poor / 5-
Very Well)
5 Ability to comprehend information quickly
without losing focus. (1- Very Poor / 5- Very
Well)
6 Ability to absorb information while
multitasking. (1- Very Poor / 5- Very Well)
7 Ability to find it easy to maintain my
concentration on tasks for extended periods
(1- Very Poor / 5- Very Well)
8 Ability to engage in cognitive skill practices
while maintaining my thinking efficiency. (1-
9 Ability to critically analyze a problem. (1-

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10 Ability to adapt new techniques and tools for
academic purposes. (1- Very Poor / 5- Very
Well)
11 Ability to process knowledge while working
simultaneously. (1- Very Poor / 5- Very
Well)
12 Ability to analyze and comprehend
13 Ability to remember the information while
staying focused on a task. (1- Very Poor / 5-
Very Well)
14 A capacity to process knowledge quickly
without lacking focus. (1- Very Poor / 5-
Very Well)
15 Ability to easily stay focused on assignments
for a long amount of time. (1- Very Poor / 5-
Very Well)
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SUB VARIABLE B: Self-Awareness
Lexical Definition: processing of one's direction of attention in space to an object or event,
information about one's actions, affective responses, and intentions relative to the referent, and
perhaps, memory for related episodes of sharing attention with other people (Mundy et al., 2010).
Operational Definition: refers to the ability to monitor and regulate one's attentional processes. It
involves being consciously aware of where one's attention is directed at any given moment and
having the capacity to intentionally shift or maintain focus as needed.
1 I can concentrate on a single task without
getting distracted. (1-Very Hard / 5-Very
Easy)
2 I easily can maintain my mental focus
when I am pressured. (1-Very Hard / 5-
Very Easy)
3 I find it easy to focus when I’m doing the
things I don’t like. (1-Very Hard / 5-Very
Easy)
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4 I can resist the temptation as a distraction
when I need to focus. (1-Very Hard / 5-
Very Easy)
5 I easily can adapt focus from one task to
another. (1-Very Hard / 5-Very Easy)
6 I am mindful of my internal thoughts and
emotions when trying to maintain focus
on external tasks. (1-Very Hard / 5-Very
Easy)
7 I can redirect my attention back to a task
after being distracted. (1-Very Hard / 5-
Very Easy)
8 I can identify when I am becoming
overwhelmed or mentally fatigued,
affecting my ability to focus. (1-Very
Hard / 5-Very Easy)
9 I can understand my patterns of attention
and how they influence my performance
on tasks. (1-Very Hard / 5-Very Easy)
10 I can easily shift my focus from one task
to the next. (1-Very Hard / 5-Very Easy)

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11 When I'm doing something I don't enjoy,
I find it easier to concentrate.
(1-Very Hard / 5-Very Easy)
12 I can focus on one task without being
distracted. (1-Very Hard / 5-Very Easy)
13 I can return my focus to a task after
becoming distracted.
(1-Very Hard / 5-Very Easy)
14 When under pressure, I can maintain my
mental focus with ease. (1-Very Hard / 5-
Very Easy)
15 When I need to focus, I can resist the
temptation to distract myself. (1-Very
Hard / 5-Very Easy)

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SUB VARIABLE C: Control
Lexical Definition: A modified version of the classic theory was then advanced. This new version
proposed that two different control systems exist: a posterior, parietal system subserving spatial
attention, and an anterior one involved in attention recruitment and control of brain areas to
perform complex cognitive tasks (Posner and Dehaene, 1994).
Operational Definition: The ability to focus attention on relevant information while ignoring
distractions. This includes the capacity to sustain attention over time (sustained attention) and to
switch attention between different tasks or stimuli (selective attention).
1 I can maintain my mental focus in a loud or
distracting place. (1-Rarely / 5-Very Often)
2 I always experience wandering thoughts
during activities that require my focus. (1-
Rarely / 5-Very Often)
3 I can ignore distractions while working or
studying. (1-Rarely / 5-Very Often)
4 I can stay on track and avoid getting side
tasks during complex tasks. (1-Rarely / 5-
Very Often)
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5 I can stay focused when doing tasks even if
it is urgent. (1-Rarely / 5-Very Often)
6 I effectively regulate my attention to avoid
getting distracted by irrelevant stimuli or
thoughts. (1-Rarely / 5-Very Often)
7 I can resist the temptation to engage in
unrelated activities or thoughts when trying
to concentrate. (1-Rarely / 5-Very Often)
8 I can sustain mental focus over extended
periods, without experiencing significant
lapses in attention. (1-Rarely / 5-Very
Often)
9 I feel in control of my attentional resources,
and able to allocate them effectively to
tasks of varying importance. (1-Rarely / 5-
Very Often)
10 I am aware of my thought processes and
can consciously direct your attention
towards productive and relevant activities.
(1-Rarely / 5-Very Often)

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11 I can effectively focus my attention to
avoid being distracted by unimportant
objects or thoughts. (1-Rarely / 5-Very
Often)
12 I can maintain mental focus in a noisy or
distracting environment. (1-Rarely / 5-
Very Often)
13 I can stay engaged with tasks even when
they are urgent. (1-Rarely / 5-Very Often)
14 I feel empowered to maintain focus on a
task even when faced with challenging or
demanding circumstances. (1-Rarely / 5-
Very Often)
15 I can resist the temptation to engage in
unrelated activities or thoughts when trying
to concentrate. (1-Rarely / 5-Very Often)

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SUB VARIABLE D: Flexibility
Lexical Definition: According to one prominent view, automatic processes are almost reflexive in
nature -- although the “reflexes” in nature are mental rather than behavioral, and they are mostly
acquired through extensive practice rather than innate. That is, they are inevitably engaged by the
appearance of certain stimuli, and once invoked proceed inevitably to their conclusion. Because
their execution consumes no attentional resources, they do not interfere with other ongoing
processes, and they leave no traces of themselves in memory.
Operational Definition: This refers to the ability to think creatively, adapt to new ideas, and
consider multiple perspectives. It involves being open-minded and willing to consider alternative
solutions or viewpoints.
1 I can shift my attention flexibly between
different tasks or stimuli without losing focus.
(1-Rarely / 5-Very Often)
2 Do you catch yourself daydreaming instead of
focusing on a specific task? (1-Rarely / 5-
Very Often)
3 I find it hard to focus on tasks that don’t have
deadlines. (1-Rarely / 5-Very Often)

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4 I can maintain my attention during repetitive
or monotonous tasks. (1-Rarely / 5-Very
Often)
5 I can easily switch my attention between
different tasks. (1-Rarely / 5-Very Often)
6 I can block out distractions that can bring
mental stress in a situation that needs my
mental focus. (1-Rarely / 5-Very Often)
7 I am open to trying new strategies or
approaches to improve my mental focus, even
if they may be unfamiliar or challenging at
first. (1-Rarely / 5-Very Often)
8 I can remain focused on a task while being
receptive to new information or unexpected
changes in the environment. (1-Rarely / 5-
Very Often)
9 I can maintain mental focus on a task despite
encountering obstacles or setbacks along the
way. (1-Rarely / 5-Very Often)
10 Do you find it challenging to adapt your focus
when transitioning between different types of

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tasks or environments? (1-Rarely / 5-Very
Often)
11 I can quickly adjust my attentional priorities
in response to changing demands or
unexpected interruptions. (1-Rarely / 5-Very
Often)
12 I am able to effectively switch between
narrow, focused attention and broader, more
flexible attentional styles as needed. (1-Rarely
/ 5-Very Often)
13 I can cope with having to switch between
tasks that require different levels or types of
mental effort. (1-Rarely / 5-Very Often)
14 I can pay attention during repetitive or
monotonous tasks. (1-Rarely / 5-Very Often)
15 I can block out interruptions that cause mental
stress in a situation that requires my full
attention. (1-Rarely / 5-Very Often)

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Expert Review
Date: May 7, 2024
Norina Baustista, RGC

Guidance Counselor
San Mateo Municipal College
Sir/Madam:
Greetings from San Mateo Municipal College!
This is to endorse the paper entitled Attention Towards Mental Focus of the Bachelor of Science
in Psychology Students for validation of the attached materials. This is in partial fulfillment of their
requirements for the Psychological Assessment Course this Midterm. Kindly provide accurate and honest
feedback for the improvement of their paper.
Your favorable response to this request is highly appreciated. Thank you.
Best,
MARIA CARMELLA L. SUCGANG, RPm

Course Adviser
CERTIFICATION
This is to certify that I checked and validated the test questions of the paper entitled Attention
Towards Mental Focus of your students in Psychological Assessment. The comments and suggested
revisions are attached here.
This certification is given on the 13 day of May 2024.

th
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SUB VARIABLE A: Cognition

1 Ability to process and understand information. ✔
(1- Very Poor / 5- Very Well)
2 Ability to retain and recall information. ✔
3 Ability to maintain attention while processing ✔
information.
4 Ability to remember the information while ✔
staying focused on a task.
5 Ability to comprehend information quickly ✔
without losing focus.
6 Ability to absorb information while ✔
multitasking.
7 Ability to find it easy to maintain my ✔
concentration on tasks for extended periods.
8 Ability to engage in cognitive skill practices ✔
while maintaining my thinking efficiency.
9 Ability to critically analyze a problem. ✔
10 Ability to adapt new techniques and tools for ✔
academic purposes.
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11 Ability to process knowledge while working ✔
simultaneously.
12 Ability to analyze and comprehend ✔

information.
13 Ability to remember the information while ✔
staying focused on a task.
14 A capacity to process knowledge quickly ✔
without lacking focus.
15 Ability to easily stay focused on assignments ✔
for a long amount of time.
SUB VARIABLE B: Self-Awareness
1 I can concentrate on a single task without ✔
getting distracted.
2 I easily can maintain my mental focus when I ✔
am pressured.
3 I find it easy to focus when I’m doing the things ✔
I don’t like.
4 I can resist the temptation as a distraction when ✔
I need to focus.
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5 I easily can adapt focus from one task to ✔
another.
6 I am mindful of my internal thoughts and ✔
emotions when trying to maintain focus on
external tasks.
7 I can redirect my attention back to a task after ✔
being distracted.
8 I can identify when I am becoming ✔
overwhelmed or mentally fatigued, affecting
my ability to focus.
9 I can understand my patterns of attention and ✔
how they influence my performance on tasks.
10 I can easily shift my focus from one task to the ✔
next.
11 When I'm doing something I don't enjoy, I ✔
find it easier to concentrate.
12 I can focus on one task without being ✔
distracted.
13 I can return my focus to a task after becoming ✔
distracted.
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14 When under pressure, I can maintain my ✔
mental focus with ease.
15 When I need to focus, I can resist the ✔
temptation to distract myself.
SUB VARIABLE C: Control
Items Question Accept Reject Revise Comments
1 I can maintain my mental focus in a loud or ✔
distracting place.
2 I always experience wandering thoughts ✔
during activities that require my focus.
3 I can ignore distractions while working or ✔
studying.
4 I can stay on track and avoid getting side tasks ✔
during complex tasks.
5 I can stay focused when doing tasks even if it ✔
is urgent.
6 I effectively regulate my attention to avoid ✔
thoughts.
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7 I can resist the temptation to engage in ✔
unrelated activities or thoughts when trying to
concentrate.
8 I can sustain mental focus over extended ✔
lapses in attention.
9 I feel in control of my attentional resources, ✔
and able to allocate them effectively to tasks
of varying importance.
10 I am aware of my thought processes and can ✔
consciously direct your attention towards
productive and relevant activities.
11 I can effectively focus my attention to avoid ✔
being distracted by unimportant objects or
thoughts.
12 I can maintain mental focus in a noisy or ✔
distracting environment.
13 I can stay engaged with tasks even when ✔
they are urgent.

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14 I feel empowered to maintain focus on a task ✔
even when faced with challenging or
demanding circumstances.
concentrate.
SUB VARIABLE D: Flexibility
Items Question Accept Reject Revise Comments
1 I can maintain my mental focus in a loud or ✔
distracting place.
2 I always experience wandering thoughts ✔
during activities that require my focus.
3 I can ignore distractions while working or ✔
studying.
4 I can stay on track and avoid getting side tasks ✔
during complex tasks.
5 I can stay focused when doing tasks even if it ✔
is urgent.
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6 I effectively regulate my attention to avoid ✔
thoughts.
concentrate.
8 I can sustain mental focus over extended ✔
lapses in attention.
9 I feel in control of my attentional resources, ✔
and able to allocate them effectively to tasks
of varying importance.
10 I am aware of my thought processes and can ✔
consciously direct your attention towards
productive and relevant activities.
11 I can effectively focus my attention to avoid ✔
being distracted by unimportant objects or
thoughts.
12 I can maintain mental focus in a noisy or ✔
distracting environment.
30
13 I can stay engaged with tasks even when ✔
they are urgent.
14 I feel empowered to maintain focus on a task ✔
even when faced with challenging or
demanding circumstances.
concentrate.
Checked and Validated by:
Norina C. Bautista
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Pilot Testing
For the pilot test, a sample of 300 college students from SMMC was selected. This diverse
group includes students from various age groups, genders, years of study, and academic majors,
ensuring that the sample accurately represents the broader population of SMMC college students.
To achieve this representativeness, we employed simple random sampling. This method
guarantees that each student in the SMMC college student population had an equal chance of being
selected, thereby minimizing selection bias and enhancing the generalizability of the findings. The
pilot test will be administered using Google Forms. To maintain consistency and standardize the
administration process, all participants will receive uniform instructions and information. The test
will be conducted within a specific time window to ensure uniformity in administration, and the
Google Forms timestamp feature will be used to monitor completion times. Technical support
contact information will be provided for any questions or issues participants might encounter. The
collected data will then be analyzed, focusing on the reliability and validity of the assessment tool.
By employing simple random sampling and following these detailed administration instructions,
the pilot test will yield reliable data to refine the attentional abilities assessment for SMMC college
students.
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Validity and Reliability Analysis
Item Analysis; Difficulty Index
Item statistics of the rating scale

model
Transformed
Items Measure S.E.Measure
Difficulty
Q1 -1.1963 0.0908 343.45
Q2 -0.9393 0.0884 392.7833333
Q3 -0.6433 0.0858 355.1
Q4 -0.8694 0.0878 403.75
Q5 -0.5775 0.0853 410.9833333
Q6 -0.5341 0.0849 441.65
Q7 -0.3501 0.0834 415.7833333
Q8 -0.5053 0.0846 323.6666667
Q9 -1.058 0.0895 426.4666667
Q10 -0.4412 0.0841 409.7833333
Q11 -0.5413 0.0849 426.4666667
Q12 -0.4412 0.0841 576.0833333
Q13 0.4565 0.0787 463.4
Q14 -0.2196 0.0824 592.5333333
Q15 0.5552 0.0784 390.3166667
Q16 -0.6581 0.0859 421.7333333
Q17 -0.4696 0.0843 390.3166667
Q18 -0.6581 0.0859 487.95
Q19 -0.0723 0.0813 251.0666667
Q20 -1.4936 0.0786 500
Item Difficulty Levels

The Rasch model measures each item's difficulty on a linear logit scale. The "Measure" column
shows:
a. The most difficult items are Q13 (0.4565 logits) and Q15 (0.5552 logits). These items
are harder for respondents to endorse or agree with;
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b. The easiest items are Q20 (-1.4936 logits), Q1 (-1.1963 logits), Q9 (-1.058 logits), and
Q2 (-0.9393 logits). Respondents find it easier to agree with these items; and
c. Most items cluster between -1.0 to 0.0 logits, indicating low to moderate difficulty. There
is a good spread of difficulties, with a few very easy items, a couple of moderately
hard items, and most in the low-moderate range.
Transformed Item Difficulty
The "Transformed Difficulty" column has rescaled the logit difficulties to a more interpretable
scale ranging from about 251 to 592. The transformed difficulties maintain the same order and
relative distance as the Rasch logit scale. So Q13 and Q15 are still the hardest items to agree with,
while Q20, Q1, Q9 and Q2 are still the easiest to agree with.
Implications for Overall Test Difficulty
The range and distribution of item difficulties affect how well-targeted the questionnaire is to the
respondent population:
a. The wide difficulty range helps discriminate between respondents with low and high
levels of the measured trait. Very easy items allow those low on the trait to endorse
something, while moderately hard items challenge those higher on the trait;
b. The questionnaire has a good mix of very easy, low-moderate, and a couple moderately
hard items. The mean item difficulty is -0.5413 logits, slightly below the midpoint of
0;
c. This suggests the overall questionnaire is fairly well-targeted for this population, with
items spanning the range of the trait. The slight skew towards being a bit easy on
average is appropriate for a general population; and
d. The questionnaire could be further optimized by adding a few more items in the 0.0 to
+1.0 logit range to better measure respondents at the higher end of the trait. But overall
it has a good difficulty distribution.
In summary, the Rasch analysis shows the questionnaire has an appropriate spread of item
difficulties for the intended population. It can discriminate between low and high levels
of the trait, with a slight skew towards being easy which is suitable for general use.
34
Item Analysis: Discriminatory Index
Top Item
Bottom Group
Items Group Discrimination Interpretation
Mean
Mean Index
Q1 2.506 3.867 1.361 Good Discrimination
Q7 1 3.547 1.739 Good Discrimination
The table presents the results of an item discrimination analysis for a set of 20 questions (Q1 to
Q20). The analysis compares the performance of the top and bottom groups of respondents on each
item to determine how well the item discriminates between high and low performers. It is
calculated as the difference between the mean item score for the top 27% and the bottom 27% of
total scores.
Interpretation of the Discrimination Index for Each Item:

For each of the 20 items:
a. Values above 0.4 indicate the item has good discrimination.
35
b. Values between 0.3 and 0.4 indicate the item has reasonable discrimination.
c. Values below 0.3 indicate the item has poor discrimination and may need to be
revised or replaced.
The discrimination index for all 20 items ranges from 1.162 to 2.200, which falls into the "Good
Discrimination" category. This suggests that all items effectively differentiate between
respondents with high and low levels of the measured trait or ability.
Top and Bottom Group Means
The top group means range from 3.200 to 3.920, while the bottom group means range from 1.000
to 2.506. The consistent difference between the top and bottom group means across all items
contributes to the good discrimination indices observed.
Best Discriminating Items
The items with the highest discrimination indices are Q15 (2.200), Q13 (2.055), Q20 (1.985), Q16
(1.941), and Q18 (1.890).
These items are particularly effective at distinguishing between high and low performers.
Implications
The results suggest that all items in the questionnaire are functioning well in terms of
discriminating between respondents with different levels of the measured trait. The questionnaire
appears to be effective at identifying high and low performers.
In summary, the item discrimination analysis indicates that all 20 items in the questionnaire
demonstrate good discrimination between top and bottom performers, with some items being
particularly effective. This suggests the questionnaire is well-designed for differentiating
respondents based on the measured trait or ability.
Confirmatory Factor Analysis (CFA)
Fit Measures Test for Exact Fit

RMSEA 90%
χ² df p
CI
CFI TLI RMSEA Lower Upper
1030 170 < .001
0.602 0.555 0.128 0.121 0.136
36
The table presents the results of a Confirmatory Factor Analysis (CFA) conducted on a 20-item
scale. CFA is a statistical technique used to verify the factor structure of a set of observed variables,
testing how well the measured variables represent the underlying constructs.
Model Fit Indices
The table reports several fit indices to assess the overall model fit:
a. Comparative Fit Index (CFI): The CFI value is 0.602, which is well below the
recommended threshold of 0.90-0.95 for a good fit. This suggests that the model does not
fit the data well compared to a null model;
b. Tucker-Lewis Index (TLI): The TLI value is 0.555, also substantially below the
recommended cutoff of 0.90-0.95. This further indicates a poor model fit; and
c. Root Mean Square Error of Approximation (RMSEA): The RMSEA value is 0.128,
with a 90% confidence interval ranging from 0.121 to 0.136. Values above 0.10 are
generally considered to indicate a poor fit. The entire confidence interval is above 0.10,
confirming the poor fit.
Exact Fit Test
The exact fit test using the chi-square (χ²) statistic is significant (p < .001), with χ² = 1030 and df
= 170. A significant chi-square suggests that the model's predicted covariance matrix differs
significantly from the observed covariance matrix, indicating a poor model fit. However, the chi-
square test is sensitive to sample size and may be significant even with minor discrepancies in
large samples.
Interpretation
Based on the reported fit indices and the exact fit test, the CFA results strongly suggest that the
proposed model does not fit the data well:
a. The CFI and TLI values are substantially below the recommended thresholds for an
acceptable fit.
b. The RMSEA value and its confidence interval are entirely in the range indicating a poor
fit; and
c. The significant chi-square test further supports the conclusion of a poor model fit.
37
In summary, multiple indicators point to a poor-fitting model that does not adequately
reproduce the observed covariance matrix. Substantial changes to the model are likely necessary
to achieve an acceptable fit.
The CFA results indicate the hypothesized model does not fit the empirical data very well. Some
potential reasons could be:
a. The model may be mis-specified, e.g. wrong number of factors, wrong pattern of loadings,
or omission of residual correlations. Exploratory factor analysis could help suggest a
more data-congruent model; and
b. Some items may not be good indicators of their intended factors. Examining modification
indices and standardized residuals could identify problematic items to drop or reassign.
Using the Exploratory Factor Analysis
Model Fit Measures

RMSEA 90% CI Model Test
RMSEA Lower Upper TLI BIC χ² df p
0.0643 0.0535 0.0756 0.882 -345 228 100 < .001
The table presents the model fit measures obtained from an Exploratory Factor Analysis
(EFA). The Root Mean Square Error of Approximation (RMSEA) value of 0.0643, with a 90%
confidence interval ranging from 0.0535 to 0.0756, indicates an acceptable model fit. The
RMSEA value is below the commonly used cutoff of 0.08, suggesting a reasonable fit. However,
it is slightly above the more stringent threshold of 0.05, which would indicate a close fit. The
narrow confidence interval, 0.022 (from 0.0535 to 0.0756), further supports the acceptable fit of
the model. Narrow confidence intervals indicate more precise estimates and a more stable model.
The Tucker-Lewis Index (TLI) value of 0.882 is slightly below the recommended threshold
of 0.90 for a good fit. TLI is an incremental fit index that compares the fit of the target model to a
null model, with values greater than 0.90 or 0.95 considered indicative of a good fit. The observed
TLI value suggests that the model fit could potentially be improved. The Bayesian Information
38
Criterion (BIC) value of -345 is provided for model comparison purposes, with lower values
indicating a better fit.
The model chi-square test, which assesses the exact fit of the model, yields a significant
result (χ² = 228, df = 100, p < .001). This suggests that the model does not fit the data perfectly.
However, it is important to note that the chi-square test is sensitive to sample size and is nearly
always significant with large samples. The ratio of chi-square to degrees of freedom (χ²/df) is
sometimes used as an alternative measure, with values below 2 indicating a good fit, although
there is no universally agreed-upon standard.
In summary, the EFA model demonstrates an acceptable but not excellent fit to the data.
The RMSEA value suggests an acceptable fit, while the TLI is slightly below the threshold for a
good fit. The significant chi-square test indicates that the model does not fit the data perfectly,
which is a common occurrence with large sample sizes.
Reliability Analysis
Scale Reliability Statistics

Cronbach's α
Scale 0.839
Note. item 'Q20' correlates negatively with the total scale and
probably should be reversed
The table presents the scale reliability statistics for a 20-item scale, with Cronbach's alpha reported
as 0.839. A Cronbach's alpha value of 0.839 suggests that the scale has a high level of internal
consistency. Generally, alpha values above 0.70 are considered acceptable, while values above
0.80 are considered good. The high alpha value indicates that the items in the scale are well-
correlated and likely measure the same construct.
However, the note mentions that item 'Q20' correlates negatively with the total scale. This suggests
that 'Q20' may not be consistent with the other items and could be measuring a different aspect of
the construct or may be poorly worded. In such cases, it is recommended to consider rephrasing
the item.
39
Summary
The Rasch model, item discrimination analysis, confirmatory factor analysis (CFA),
exploratory factor analysis (EFA), and reliability analysis collectively provide a comprehensive
evaluation of the questionnaire.
The difficulty index results indicate that the most difficult items are Q13 and Q15, with
logit values of 0.4565 and 0.5552, respectively. On the other hand, the easiest items are Q20, Q1,
Q9, and Q2, with logit values of -1.4936, -1.1963, -1.058, and -0.9393, respectively. The overall
difficulty distribution shows a good mix of very easy, low-moderate, and a couple of moderately
hard items, which helps discriminate between respondents with low and high levels of the
measured trait. The questionnaire is well-targeted for the population, with a slight skew towards
being a bit easy on average.
The item discrimination analysis reveals that all 20 items have good discrimination indices,
ranging from 1.162 to 2.200, indicating that they effectively differentiate between respondents
with high and low levels of the measured trait. The best-discriminating items are Q15, Q13, Q20,
Q16, and Q18, which are particularly effective at distinguishing between high and low performers.
The Confirmatory Factor Analysis (CFA) results suggest that the proposed model does not
fit the data well. The Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), and Root Mean
Square Error of Approximation (RMSEA) values are all below the recommended thresholds for
an acceptable fit. Also, the exact fit test using the chi-square statistic is significant, indicating a
poor model fit. However, the Exploratory Factor Analysis (EFA) model demonstrates an
acceptable but not excellent fit to the data. The RMSEA value suggests an acceptable fit, while the
TLI is slightly below the threshold for a good fit. The model chi-square test is significant,
indicating that the model does not fit the data perfectly.
Lastly, the reliability analysis indicates a high level of internal consistency, with
Cronbach's alpha reported as 0.839. However, item 'Q20' correlates negatively with the total scale
and may need to be rephrased to improve its consistency with the other items.
40
Appendices
Results from Jamovi
Results
Polytomous Rasch Model
Instructions
______________________________________________________________________________
______
1. Note that Polytomous model needs the bottom category to be coded as 0.
2. Person Analysis will be displayed in the datasheet.
3. The result tables are estimated by Marginal Maximum likelihood Estimation(MMLE).
4. The eRm R package was used for the person-item map for PCM.
5. The rationale of snowIRT module is described in the documentation.
6. Feature requests and bug reports can be made on my GitHub.
______________________________________________________________________________
______
Model Fit
Person Reliability
Scale 0.841
41
Item statistics of the rating scale model
Measure S.E.Measure
Q1 -1.1963 0.0908
Q2 -0.9393 0.0884
Q3 -0.6433 0.0858
Q4 -0.8694 0.0878
Q5 -0.5775 0.0853
Q6 -0.5341 0.0849
Q7 -0.3501 0.0834
Q8 -0.5053 0.0846
Q9 -1.0580 0.0895
Q10 -0.4412 0.0841
Q11 -0.5413 0.0849
Q12 -0.4412 0.0841
Q13 0.4565 0.0787
Q14 -0.2196 0.0824
Q15 0.5552 0.0784
Q16 -0.6581 0.0859
Q17 -0.4696 0.0843

42
Item statistics of the rating scale model
Measure S.E.Measure
Q18 -0.6581 0.0859
Q19 -0.0723 0.0813
Q20 -1.4936 0.0786
Delta-tau paramaterization of the partial credit model
tau parameters
1 2 3 4
Q1 -1.115 -1.17712 2.29 NaN
Q2 -2.069 -0.72268 2.79 NaN
Q3 -1.598 -0.64198 2.24 NaN
Q4 -1.525 -0.63929 2.16 NaN
Q5 -1.615 -0.68261 2.30 NaN
Q6 -1.643 -0.51876 2.16 NaN
Q7 -1.889 -0.00177 1.89 NaN
Q8 -1.767 -0.41621 2.18 NaN
Q9 -1.383 -0.63957 2.02 NaN
Q10 -1.647 -0.53905 2.19 NaN

43
Delta-tau paramaterization of the partial credit model
tau parameters
1 2 3 4
Q11 -2.184 0.10646 2.08 NaN
Q12 -2.207 0.04220 2.16 NaN
Q13 -0.944 -0.77259 1.72 NaN
Q14 -2.056 -0.12287 2.18 NaN
Q15 -0.697 -0.93164 1.63 NaN
Q16 -1.547 -0.24979 1.80 NaN
Q17 -2.064 -0.21171 2.28 NaN
Q18 -1.688 -0.19604 1.88 NaN
Q19 -1.776 -0.21694 1.99 NaN
Q20 -27.385 7.63507 9.09 10.7

44
Wright Map
45
Person-item map for PCM

46
Rating Scale Deltas/thresholds
Confirmatory Factor Analysis
Factor Loadings
Factor Indicator Estimate SE Z p
Factor 1 Q1 0.3319 0.0360 9.219 < .001
Q2 0.3292 0.0330 9.963 < .001
Q3 0.4762 0.0378 12.591 < .001
Q4 0.4179 0.0385 10.856 < .001
Q5 0.4809 0.0373 12.876 < .001
Q6 0.4247 0.0404 10.513 < .001
Q7 0.4617 0.0432 10.696 < .001
Q8 0.4918 0.0387 12.703 < .001
Q9 0.3984 0.0394 10.102 < .001
Q10 0.4109 0.0410 10.009 < .001
Q11 0.4601 0.0405 11.371 < .001
Q12 0.4495 0.0400 11.238 < .001
Q13 0.2150 0.0555 3.874 < .001
Q14 0.4187 0.0412 10.164 < .001
Q15 0.1979 0.0578 3.422 < .001
Q16 0.0314 0.0479 0.655 0.513

47
Factor Loadings
Factor Indicator Estimate SE Z p
Q17 0.2828 0.0417 6.786 < .001
Q18 0.4536 0.0424 10.686 < .001
Q19 0.0176 0.0477 0.370 0.712
Q20 -0.0669 0.0514 -1.302 0.193
Factor Estimates
Factor Covariances
Estimate SE Z p
Factor 1 Factor 1 1.00 ᵃ
ᵃ fixed parameter
Model Fit
Test for Exact Fit
χ² df p
1030 170 < .001

48
Fit Measures
RMSEA 90% CI
CFI TLI RMSEA Lower Upper
0.602 0.555 0.128 0.121 0.136
Exploratory Factor Analysis
Model Fit Measures

RMSEA 90% CI Model Test
RMSEA Lower Upper TLI BIC χ² df p
0.0643 0.0535 0.0756 0.882 -345 228 100 < .001
Reliability Analysis
Scale Reliability Statistics
Cronbach's α
scale 0.839
Note. item 'Q20' correlates negatively with the total scale and probably should be reversed
49
Item Reliability Statistics
If item dropped
Cronbach's α
Q1 0.832
Q2 0.831
Q3 0.826
Q4 0.828
Q5 0.825
Q6 0.828
Q7 0.824
Q8 0.826
Q9 0.830
Q10 0.826
Q11 0.826
Q12 0.827
Q13 0.836
Q14 0.825
Q15 0.838
Q16 0.844
Q17 0.830
50
Item Reliability Statistics
If item dropped
Cronbach's α
Q18 0.827
Q19 0.844
Q20 0.854
51
Bionote of the Test Creator
Mikaela Bawar is a 21-year-old student currently pursuing a degree in Psychology at San

Mateo Municipal College. Her academic journey is distinguished by a keen interest in cognitive
processes and mental health. As part of her comprehensive assessment tool, she developed the
Attention towards Mental Focus Scale, designed to evaluate individuals' ability to maintain
attention and focus in educational settings. This scale aims to provide valuable insights into
attentional mechanisms and their implications for overall well-being.
Guided by her dedicated professor, Ms. Maria Carmella L. Sucgang, RPm, Mikaela has refined
her skills in psychological assessment, demonstrating her ability to apply theoretical concepts to
practical research. She is committed to advancing the understanding of how attention affects daily
functioning and mental health outcomes. Driven by a passion for contributing to the field of
psychology, Mikaela is eager to continue her academic journey, exploring new research avenues
and applying her knowledge to benefit both scholarly discourse and practical applications in
mental health.
52
References:
Attention & Concentration Issues | Healthy Barrington. (2018, August 1). Healthy
Barrington. Https://Healthybarrington.Org/Know-The-Signs/Attention-Concentration-
Issues/?Fbclid=Iwar1e8ggatpxthcx7b65_Mofilq9fina0d20pepdwllv82gjddkmgy90wyis
Bonsteel, S. (2012, July 1). Apa Psycnet. The Charleston Advisor, 14(1), 16–19.
Https://Doi.Org/10.5260/Chara.14.1.16
Cognitive Theory. (2007). Shamay-Tsoory & Aharon-Peretz. Retrieved March 20, 2024,
From Https://Www.Sciencedirect.Com/Topics/Psychology/Cognitive-Theory
Crna, R. N. M. (2023, March 8). What Makes You Unable To Concentrate? Healthline.
Https://Www.Healthline.Com/Health/Unable-To-
Concentrate?Fbclid=Iwar1bkyxufteb7w3dvlmwdbaizxex50oz8whum5qkq5qhnsbmvwjxp-Uijgo
How To Improve Your Focus And Concentration Skills: 15 Tips. (N.D.).

Https://Www.Betterup.Com/Blog/15-Ways-To-Improve-Your-Focus-And-Concentration-Skills
Huang, L. M., & Sherman, J. W. (2018, January 1). Attentional Processes In Social
Perception. Advances In Experimental Social Psychology.
Https://Doi.Org/10.1016/Bs.Aesp.2018.03.002
J. (2023, November 15). Attention And Concentration - Support For Schools And Settings.
Support For Schools And Settings. Https://Www.Devon.Gov.Uk/Support-Schools-
Settings/Send/Educational-Psychology/Resources/Devon-Psychology-In-Action/Attention-And-
Concentration/
Liao, S. (2021, March 29). Why Can’t I Focus? Webmd. Https://Www.Webmd.Com/Add-

Adhd/Why-Cant-I-Focus?Fbclid=Iwar2vr-Hbpiwtohheqkusr-J0rwjdzsjms1t2og3wke85dx-
3azxl39ffivs
Mair, P., Hatzinger, R., Maier, M., Rusch, T., & Debelak R. (2021). Erm: Extended Rasch
Modeling. (Version 1.0.2)[R Package]. Retrieved From Https://Cran.R-Project.Org/Package=Erm.
Martinkova, P., & Drabinova, A. (2018). Shinyitemanalysis: For Teaching Psychometrics

And To Enforce Routine Analysis Of Educational Tests. (Version 1.4.2)[R Package]. Retrieved
From Https://Cran.R-Project.Org/Package=Shinyitemanalysis.
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R Core Team (2021). R: A Language And Environment For Statistical Computing.

(Version 4.1) [Computer Software]. Retrieved From Https://Cran.R-Project.Org. (R Packages
Retrieved From Mran Snapshot 2022-01-01).
Robitzsch,A., Kiefer, T., & Wu, M. (2020). Tam: Test Analysis Modules. (Version 4.1.4)[R
Package]. Retrieved From Https://Cran.R-Project.Org/Package=Tam.
Seol, H. (2023). Snowirt: Item Response Theory For Jamovi. (Version 4.8.8)[Jamovi
Module]. Url Https://Github.Com/Hyunsooseol/Snowirt.
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Https://Www.Jamovi.Org.
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1

Attention Towards Mental Focus Scale

San Mateo Municipal College

Bachelor of Science in Psychology

PSY ASS: Psychological Assessment

Ms. Maria Carmella L. Sucgang, RPm

June 24, 2024

Attention towards Mental Focus typically refers to evaluating an individual's ability to

distractions) is investigated. The five research-based components of successful concentration are

of information at once. It is also commonly acknowledged that attention is selective, albeit in a

pay attention to.

broadening or narrowing is referred to as "attention narrowing." To put it another way, attention

broad/narrow perspective, which involves processing many or a few components of the

class to the person and back again.

develop the earlier diagram to incorporate this ‘attention shift’.

As stated by Grungeiger, (2020) explains that in many attention-relevant environments,

the area of a surgical patient’s body.

retain things, we must pay attention to and focus on them.

inadvertently scanning the environment to see if anything noteworthy is occurring. Because of

as how tired, how hungry, or how comfortable they are

Difficulty in concentrating can be caused by or contributed to by a variety of medical issues. Even

which could influence how you make decisions.

mention that you seem distracted.

According to Chia (2023), Concentration means control of attention. It is the ability to

promptly which affects our personal life and professional image.

individual differences and the theory of working memory.

agreement or disagreement, and is accessible to a broad range of respondents, ensuring inclusivity

internal consistency and reliability, providing a robust measure of the constructs.

SUB VARIABLE A: Cognition

Lexical Definition: Cognitive theories considered attention to be a kind of bottleneck determining

“higher-level” information processing. A major controversy in early attention research was

Items Question Accept Reject Revise Remarks

1 Ability to process and understand

information. (1- Very Poor / 5- Very Well)

2 Ability to retain and recall information. (1-

Very Poor / 5- Very Well)

3 Ability to maintain attention while processing

information. (1- Very Poor / 5- Very Well)

4 Ability to remember the information while

staying focused on a task. (1- Very Poor / 5-

5 Ability to comprehend information quickly

without losing focus. (1- Very Poor / 5- Very

6 Ability to absorb information while

multitasking. (1- Very Poor / 5- Very Well)

7 Ability to find it easy to maintain my

concentration on tasks for extended periods

(1- Very Poor / 5- Very Well)

8 Ability to engage in cognitive skill practices

while maintaining my thinking efficiency. (1-

Very Poor / 5- Very Well)

9 Ability to critically analyze a problem. (1-

Very Poor / 5- Very Well)

10 Ability to adapt new techniques and tools for

academic purposes. (1- Very Poor / 5- Very

11 Ability to process knowledge while working

simultaneously. (1- Very Poor / 5- Very

12 Ability to analyze and comprehend

information. (1- Very Poor / 5- Very Well)

13 Ability to remember the information while

staying focused on a task. (1- Very Poor / 5-

14 A capacity to process knowledge quickly

without lacking focus. (1- Very Poor / 5-

15 Ability to easily stay focused on assignments