Attention in Homeschooled versus Conventionally Schooled Students

The study explores selective attention of homeschooled and conventionally schooled students. Seventy-four students participated in the study: 19 (25.7%) were homeschooled and 55 (74.3%) were conventionally schooled. A multivariate analysis of variance was conducted to evaluate differences in attention between individuals in the two school settings as measured by the Weschler Intelligence Scale for Children-W Working Memory and Processing Speed indices and Conners' Continuous Performance Test-II Errors of Omission and Errors of Commission scales. The results of the study were nonsignificant. Further research is necessary to better understand the relationship between school setting and selective attention. Future research recommendations include use of alternative measures that are sensitive to the theorized hierarchical nature of executive-functioning deficits.