Aims: This research aimed to investigate several key variables among academically struggling students. Specifically, it sought to: (1) assess the level of semantic memory; (2) identify gender-based differences in semantic memory (males vs. females); (3) assess the level of mental wandering; (4) identify gender-based differences in mental wandering; and (5) determine the nature and strength of the relationship between semantic memory and mental wandering. Methods: The research sample consisted of students identified as academically struggling. To collect data, two instruments were adapted and translated for the Iraqi context, the Semantic Memory Test, originally based on Tulving’s (1972) framework and drawn from the studies of Brucki et al. (2004) and Strauss et al. (2006); and the Mental Wandering Scale developed by Mowlem et al. (2016). Results: Data analysis yielded several key findings. First, levels of semantic memory, including both categorical and literal verbal fluency, were within the average range among participants. However, male students significantly outperformed their female counterparts in these dimensions. Second, the overall level of mental wandering among academically struggling students was high relative to the theoretical average, with males again showing significantly higher levels than females. Finally, a statistically significant inverse relationship was found between semantic memory (both categorical and literal) and mental wandering, indicating that students with higher memory abilities are less prone to mind-wandering. Conclusions: The findings highlight a notable gender gap in both cognitive functions, with males demonstrating stronger semantic memory but also a higher susceptibility to mental wandering. The significant negative correlation between memory and mind-wandering suggests that attentional lapses may interfere with the retrieval or consolidation of semantic knowledge. These results underscore the need for targeted educational and psychological interventions that address both memory enhancement and attentional control to support academically struggling students. The study concludes with several recommendations and suggestions for future research.
Ghand et al. (Sun,) studied this question.