Large reasoning models trained with reinforcement learning and verifiable rewards (RLVR) achieve strong performance on complex reasoning tasks, yet often overthink, generating redundant reasoning without performance gains. Existing trajectory-level length penalties often fail to effectively shorten reasoning length and degrade accuracy, as they uniformly treat all reasoning steps and lack fine-grained signals to distinguish redundancy from necessity. Meanwhile, process-supervised methods are typically resource-intensive and suffer from inaccurate credit assignment. To address these issues, we propose ATTNPO, a low-overhead process-supervised RL framework that leverages the model’s intrinsic attention signals for step-level credit assignment. We first identify a set of special attention heads that naturally focus on essential steps while suppressing redundant ones. By leveraging the attention scores of these heads, We then employ two sub-strategies to mitigate overthinking by discouraging redundant steps while preserving accuracy by reducing penalties on essential steps. Experimental results show that ATTNPO substantially reduces reasoning length while significantly improving performance across 9 benchmarks.

The significant computational demands of large language models have increased interest in distilling reasoning abilities into smaller models via Chain-of-Thought (CoT) distillation. Current CoT distillation methods mainly focus on transferring teacher-generated rationales for complex reasoning to student models. However, they do not adequately explore teachers’ dynamic attention toward critical information during reasoning. We find that language models exhibit progressive attention shifts towards key information during reasoning, which implies essential clues for drawing conclusions. Building on this observation and analysis, we introduce a novel CoT distillation framework that transfers the teacher’s stepwise attention on key information to the student model. This establishes structured guidance for the student’s progressive concentration on key information during reasoning. More importantly, we develop a Mixture of Layers module enabling dynamic alignment that adapts to different layers between the teacher and student. Our method achieves consistent performance improvements across multiple mathematical and commonsense reasoning datasets. To our knowledge, it is the first method to leverage stepwise attention within CoT distillation to improve small model reasoning.