The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review

HPA activity mediates the link between trait impulsivity and boredom

Boredom, a complex emotional state with implications for mental health and well-being, has garnered attention across disciplines, yet remains relatively understudied in psychiatric research. Here, we explored the intricate relationship between trait-impulsivity, stress, and boredom across two studies. Participants completed self-report measures of trait-impulsivity and boredom and boredom-inducing tasks. Study 1, involving 80 participants (42 women and 38 men, aged 20-63), replicates previous findings, by demonstrating that impulsive individuals report greater boredom following a boring task. Study 2 then extends this, using 20 participants (9 women and 12 men, aged 18-24), to show that hypothalamic-pituitary-adrenal (HPA) axis activity, specifically heightened salivary cortisol responses, mediate the link between impulsivity and boredom following a boring task. Collectively, these results demonstrate that HPA axis activity may underline the relationship between trait-impulsivity and boredom by extending previous work and offering a novel insight into potential mechanisms. These findings offer promise for personalised interventions, designed for high impulsivity individuals, to alleviate the negative impacts of boredom and potentially break the identified feedback loop.

How Did We Get So Bored? A Bioecological Model of the Development of Boredom

Boredom is a negative emotion that most people experience on occasion. However, boredom is also present on a trait level. People high in trait boredom experience boredom more frequently or have difficulty tolerating it. Individuals high in trait boredom are more likely to experience depression or anxiety or engage in risk behaviors. Little is known about the development of trait boredom. We propose a bioecological model of the development of trait boredom in which it originates from early individual differences in temperament and executive control. Trait boredom is shaped over time through interactions between the child and their developmental context, such as parents, teachers, and neighborhoods. Boredom can also spur creativity. Capitalizing on the creative side of boredom may help promote low levels of trait boredom and healthy coping. We provide a roadmap to study the development of trait boredom to advance our understanding of how it emerges and develops.

An empirical study on learners' learning emotion and learning effect in offline learning environment

The application of non-cognitive factors represented by facial emotion in educational evaluation has attracted much attention in recent years. There are many existing studies on facial emotion assisted education evaluation, but most of them are based on virtual learning environments, which means that the research on facial emotion and learning effect in offline learning environments is sparse. In order to solve this problem, this study designed an emotion observation experiment based on the offline learning environment, obtained the type of learner facial emotion and learning effect of 127 college students, and further explored the relationship between the two. The results show that: 1) We obtained eight types of learner emotion through the combined description method: joy, relaxation, surprise, meekness, contempt, disgust, sadness, anxiety and their respective PAD emotional mean. 2) We obtained the correlation results of the six emotions of joy, relaxation, surprise, meekness, contempt, and anxiety with the learning effect and the predicted value of the learning effect. 3) We then constructed an explanatory model of learner emotion and learning effect based on the offline learning environment.

Associations Between Trait Boredom and Frequency of Cannabis, Alcohol, and Tobacco Use in College Students

Objective

Boredom is a common emotion associated with substance use in college students - a group already at risk for substance misuse. The purpose of this study is to understand how two types of trait boredom (susceptibility and proneness) in college students are associated with frequency of cannabis, alcohol, and tobacco use.

Method

Data were collected from an online survey completed by a sample of undergraduate students (N = 414, Mage = 19.55, 84.5% female; 64.3% White) enrolled at a large public university in the northwest. Multivariate logistic regression was used to evaluate the association between trait boredom and frequency of cannabis, alcohol, and tobacco use after controlling for age, sex, and race.

Results

Boredom susceptibility was a significant predictor of annual, monthly, and weekly cannabis and alcohol use, but only annual and monthly tobacco use. Boredom proneness was only a significant predictor for monthly alcohol use.

Conclusions

Findings were generally consistent across types of substances and frequency of use for boredom susceptibility, indicating students higher in susceptibility, rather than proneness, are a subgroup to target prevention interventions to alleviate boredom and subsequent maladaptive coping mechanisms.

Older and Wiser? Age-related Change in State and Trait Boredom During Adolescence and Associations with Neural Correlates of Self-regulation

Purpose

The purpose of the current study was to examine age-related change in state and trait boredom in 12- to 17-year-old adolescents and test whether neurophysiological correlates of self-regulation relate to boredom during adolescence in the same way that has been found in adults.

Methods

Eighty-nine 12- to 17-year-old adolescents participated. Three types of trait boredom were measured: boredom proneness, leisure boredom, and boredom susceptibility. State boredom was also measured after completing a boredom induction task while EEG was recorded. Slopes in frontal alpha asymmetry (FAA) were extracted from the EEG as a measure of approach (leftward shifts) or avoidance (rightward shifts).

Results

A curvilinear relationship between age and boredom proneness and age and boredom susceptibility was observed, indicating trait boredom rises and falls across adolescence. State boredom, by contrast, increased linearly with age. Slopes in FAA inversely related only to boredom proneness, indicating higher levels of this type of trait boredom related to an avoidant response as a state of boredom ensues.

Conclusion

We suggest the rise and fall of trait boredom across adolescence may be due to changes in person-environment fit during middle adolescence, whereas state boredom may increase with age due to improvements in attentional processes that mundane lab tasks do not satisfactorily engage. The link between FAA and only one type of trait boredom indicates self-regulatory processes and boredom are not yet strongly coupled in adolescence. Implications for prevention of negative behavioral health outcomes associated with high levels of trait boredom are discussed.

The happy learner: Effects of academic boredom, burnout, and engagement

This study aimed to investigate the impact of demographic and contextual variables on boredom in English and mathematics, and to test structural models of boredom, learner burnout, learner engagement, and life satisfaction. Using a cross-sectional survey design and employing a convenience sampling technique, 544 secondary school learners in the Sedibeng District, Gauteng, South Africa, took part in the study. The participants completed the Achievement Emotions Questionnaire - English, the Achievement Emotions Questionnaire - Mathematics, the Schoolwork Engagement Inventory, the School Burnout Inventory, and the Satisfaction with Life Scale. Latent variable modeling was used to test measurement and structural models of boredom, burnout, engagement, and life satisfaction. The indirect effects of boredom on life satisfaction were also computed. The results showed that Afrikaans as the home language, the final mark for English in the previous examination, caregivers that cannot help with English homework, and disliking the English teacher predicted boredom in English. Afrikaans as the home language, marks for mathematics in the previous examination, not having the ability to focus on schoolwork at home, and disliking the mathematics teacher predicted boredom in mathematics. Boredom in mathematics and English resulted in an increase in learner burnout and a decrease in learner engagement. Furthermore, boredom in mathematics and English indirectly affected life satisfaction via learner burnout and engagement.

Boredom in online activity during COVID-19 outbreak causing dysfunctional behaviors of adolescent students: phenomenological study to the creation of virtual reality classroom

Boredom is the phenomenon most adolescent students have been struggling with, especially during the pandemic; they were regularly mandated to stay in a new normal way. This research aimed to study the life experience of boredom towards online activities leading to dysfunctional behaviours of teens, to survey the preference for online learning methods of Thai adolescent students, and to create a virtual reality classroom for English writing classes. The first study, transcendental phenomenology, included ten teens between 13 and 18 years old selected by purposive sampling. In study, 285 Thai teens were recruited to answer the questionnaire, and the last phase included five experts to discuss the strategies for creating a VR classroom. The research findings indicated that most adolescent students experiencing boredom with online activities defined “boredom” in two ways: blackout and refuelling. The experiences of boredom during COVID-19 led to dysfunctional behaviours such as cheating, aggression, and procrastination. The essence appeared to be two conterminous elements: boredom towards “contents” and “forms”. The survey research findings indicated that almost 50% of the respondents preferred online learning in the form of virtual reality. The researcher, hence, created a four-station-learning VR classroom for English writing class, considering four elements: contents and learning activities, environmental design, multimedia invention, and online platform. All discoveries can be applied to many fields, such as behavioural science, psychology, education, and science and technology, to ignite the idea and enhance online learning to become more motivating and reduce adolescent students’ boredom.

Influence of mental health on the well-being status among Malaysian adults before and during COVID-19 pandemic

The coronavirus disease (COVID-19) pandemic has affected the well-being of individuals worldwide. Due to the scarcity of information in the Malaysian context, this study aimed at investigating the changes in well-being before and during the Movement Control Order (MCO) in Malaysia and its association with mental health status. This cross-sectional study was part of a Malaysian non-probabilistic online survey on psychosocial well-being in Malaysia, under the Personal and Family Coping with COVID-19 Global South Research Consortium. A total of 543 respondents (≥18 years old) were recruited using snowball sampling. A validated self-administered questionnaire for assessing sociodemographic characteristics, well-being, anxiety, boredom, and loneliness was circulated on social media platforms (such as Facebook, Twitter, and WhatsApp) and emails. Paired samples t-test, chi-square test, and multinomial logistic regression analyses were applied during data analysis. Results revealed significant changes in the mean scores of well-being, anxiety, boredom, and loneliness before and during MCO (p < 0.05). When comparing with no change in the well-being group, changes in boredom were less likely to be observed in the decreased well-being group (Adj OR = 0.874; p = 0.003) but were more likely to be observed in the group with increased well-being (Adj OR = 1.110; p = 0.002). The findings indicated that the pandemic did not necessarily create adverse effects. Instead, a different perspective is offered, which can be used as a public health strategy to help individuals cope with their mental health needs more positively.

Examining the relationship between perceived teacher support and students' academic engagement in foreign language learning: Enjoyment and boredom as mediators

As an important contextual factor influencing various aspects of students' learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students' academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.

“Busy idleness”: The active and moral dimension of boredom

In this essay, I argue for the value of studying boredom as a social and organizational phenomenon. Recently, an interest in the more active side of boredom has led to the publication of a number of popular psychology books on boredom’s motivational capacities. A key point in this literature is the focus on the individual ability to distinguish between activity and productivity, and to exploit boredom for self-development purposes. I argue that this trend in boredom studies should prompt us to look closer, not only at the moral history of boredom, and at how social reality has organized around it, but also on what boredom, and the countermeasures it represents, “produce” as a central experiential component of alienated labor.

Adolescent Addiction to Short Video Applications in the Mobile Internet Era

The adolescent addiction to short video applications is becoming increasingly prominent, which has brought great challenges to the physical and mental health and daily life of the adolescents. This manuscript conducts an empirical study on the contributing factors of the adolescent addiction to short video applications based on the user generated content (UGC). In our study, 96 participants aged 15-25 were surveyed by questionnaire, and then cross-analysis of individual factors and SEM analysis of UGC content factors were carried out. Through the analysis of individual factors of the adolescent addiction from the perspective of gender, age, and family environment, this study reveals that male users are more addicted to the use of applications (APP), and such addiction varies with age, and prolonged family members' use of short video APP can also exacerbate the adolescent addiction degree. Furthermore, through verification of the theoretical model, it indicates that UGC perception and the degree of boredom in daily life have a significant positive effect on the level of addiction to short video applications, and the degree of boredom in daily life plays a significant mediating role between them. Based on the research on the influences of UGC on the adolescent immersive experience, this study proposes a mechanism of the adolescent addiction to the use of short video applications in the mobile Internet age to provide a better service guarantee for the adolescents.

EFL Teachers' Immediacy and Professional Commitment on Students' Boredom: A Review of Literature

Boredom is a psychological phenomenon that is defined as a state of hatred or incompatibility with any kind of repetitive experience in situations where liberation from instability is not possible and has several consequences. Boredom is one of the important causes of decreased motivation in EFL learners, and it is necessary to identify the factors affecting it. Therefore, this literature review addresses the state of boredom in relationship with teachers’ immediacy and professional commitment. Reviewing the literature has revealed that while teachers’ immediacy and professional commitments affect EFL learners’ boredom, other factors such as individual differences and environmental factors are in action. However, many studies confirmed that teachers play the most important role in decreasing or increasing learners’ state of boredom. The findings are significant for teacher educators to design more appropriate teacher education programs.

"It's Very Stressful for Children": Elementary School-Aged Children's Psychological Wellbeing during COVID-19 in Canada

Emerging evidence suggests that the COVID-19 pandemic and associated public health measures, including lockdowns and school closures, have been negatively affecting school-aged children’s psychological wellbeing. To identify supports required to mitigate the negative impacts of the COVID-19 pandemic, we gathered in-depth information on school-aged children’s and parents’ lived experiences of COVID-19 and perceptions of its impact on psychological wellbeing in grade 4–6 students in Canada. In this qualitative study, we conducted telephone-based semi-structured interviews with parents (n = 15) and their children (n = 16) from six schools in small and mid-sized northern prairie communities in Canada. Interviews were analyzed through thematic analysis. Three interrelated themes have emerged. First, the start of COVID-19 brought sudden and stressful changes to children’s lives. Second, disruptions to daily life led to feelings of boredom and lack of purpose. Third, limited opportunities for social interaction led to loneliness and an increase in screen time to seek social connection with peers. Results underscore the need for resilience building and the promotion of positive coping strategies to help school-aged children thrive in the event of future health crises or natural disasters.

Bored to Be Wild: How Boredom Is Related to Pre-Service Teachers' Intention to Persist in Their Studies

Boredom is an emotion that often arises in an educational context. Past research suggests that boredom depends on specific cognitive appraisals, such as how people can control the task and how much they value it. Research further suggests that boredom is related to negative academic outcomes such as lower grades and a higher risk of dropping out. Here, we tested a mediation model on 324 pre-service teachers during the first lockdown of 2020 in Switzerland to assess (1) how control and value predicted boredom, and (2) how boredom was related to the intention to persist at university. We hypothesized that (1) the more participants felt lacking in control and low in value, the higher their boredom and (2) the more intense their boredom, the lower their intention to persist. We further hypothesized that both control and value would be positively related to the intention to persist, and this link may be mediated by boredom. Our results provide partial support for our mediation model as we found a significant indirect link between control and intention to persist through boredom. More specifically, the more participants lost control over their studies, the more they felt bored, which in turn was negatively related to their intention to persist.

The map of cognitive processes in boredom: multiple mediation models

BACKGROUND

Trait boredom is associated with several internalizing and externalizing problems. Addressing existing research gaps in the field, the present study investigated the map of cognitive processes for boredom, based on the rational emotive behaviour therapy model (REBT).

AIMS

The general aim of the study was to investigate the organization of irrational and rational evaluative cognitions related to boredom, and the association between boredom and depression symptoms and state/trait anxiety.

METHODS

The 233 participants (84% women) completed online scales of evaluative cognitions, trait boredom, trait/state anxiety and depression. Multiple mediation models via the SPSS extension PROCESS were employed.

RESULTS

The REBT psychopathology and psychological health models were partially confirmed, as the evaluative primary cognitions predicted positively and significantly the secondary ones in both cases. Low frustration tolerance (LFT) and global evaluations (GE), and frustration tolerance (FT), respectively, had significant effects. We found a positive significant association between boredom proneness and the negative dysfunctional emotions investigated.

CONCLUSIONS

Both results offer further support for the hierarchy of cognitions and the distinction between the level of irrationality and rationality in REBT. This is the first attempt to assess a cognitive map of boredom, underlining the importance of (L)FT in relation to boredom. The significance of GE in boredom suggests that people might see themselves responsible, or even blame themselves, others or life itself while bored. The associations of boredom with anxiety and depression are relevant, as its role in those contexts is not yet fully understood.

The Effect of "Novelty Input" and "Novelty Output" on Boredom During Home Quarantine in the COVID-19 Pandemic: The Moderating Effects of Trait Creativity

Governments have adopted strict home quarantine measures during the COVID-19 pandemic. A monotonous, barren, and under-stimulating environment can cause state boredom, and people often deal with boredom via novelty-seeking behavior. Novelty-seeking behavior can be divided into "novelty input" and "novelty output." The former refers to obtaining novel information such as browsing the Web; the latter refers to engaging in creative behavior such as literary creation. This study explores the relationship between two types of novelty-seeking behavior and individual state boredom during home quarantine, along with the moderation effect of trait creativity. The study sample consists of 582 Chinese college students who were quarantined at home during the COVID-19 pandemic. Participants completed the Multidimensional State Boredom Scale, the Williams Creativity Aptitude Test, and self-compiled questionnaires of novelty input and novelty output. The results show that there is no significant relationship between novelty input or novelty output and boredom during the COVID-19 quarantine. Trait creativity is found to negatively moderate the relationship between the two means of novelty seeking and boredom. Specifically, novelty output negatively predicts the state boredom of individuals with high creativity, while novelty input positively predicts the state boredom of individuals with low creativity. Our findings suggest that different novelty-seeking behaviors may have different effects on the boredom level of individuals with high versus low creativity during quarantine. During a quarantine period, individuals should avoid excessively engaging in novelty input behaviors aimed at escaping boring situations.

A German Validation of Four Questionnaires Crucial to the Study of Time Perception: BPS, CFC-14, SAQ, and MQT

We aimed to validate four established questionnaires related to time perception in German (Consideration of Future Consequences-14 scale (CFC-14), Boredom Proneness Scale (BPS), Metacognitive Questionnaire on Time (MQT), and Self-Awareness Questionnaire (SAQ)) using a back-translation method. Exploratory factor analyses were conducted on the data of 273 German-speaking participants to evaluate the factorial structures. Internal consistencies indicated good reliability values of the questionnaires and the respective subscales, except for the MQT. Intercorrelations between the questionnaires were examined to test their external validities and gain additional insight into the associations among the constructs. The consideration of future consequences was negatively linked to boredom proneness, whereas interoceptive awareness of one's bodily sensations was positively associated with boredom proneness. Additionally, interoceptive awareness was linked to metacognitive beliefs about which factors influence time perception. The results are discussed in regard to human time perception. Conclusion: The validated German questionnaires can now be used in research projects. Initial observations on how the questionnaires are related to each other fit the current knowledge on how human time perception works, yielding the first evidence for the external validity of the German versions of these established questionnaires. For evidence of criterion validity, future studies should more thoroughly investigate the external validities analyzing the correlations with other validated measures.

Short-term cognitive fatigue effect on auditory temporal order judgments

Fatigue is a core symptom in many psychological disorders and it can strongly influence everyday productivity. As fatigue effects have been typically demonstrated after long hours of time on task, it was surprising that in a previous study, we accidentally found a decline of temporal order judgment (TOJ) performance within 5–8 min. After replicating prior relevant findings we tested whether pauses and/or feedback relating the participant’s performance to some “standard” can eliminate or reduce this short-term performance decline. We also assessed whether the performance decline is specific to the processes evoked by the TOJ task or it is a product of either general inattentiveness or the lack of willingness to thoroughly follow the task instructions. We found that both feedback and introducing pauses between successive measurements can largely reduce the performance decline, and that these two manipulations likely mobilize overlapping capacities. Performance decline was not present in a similar task when controlling for the TOJ threshold and it was not a result of uncooperative behavior. Therefore, we conclude that the TOJ threshold decline is either specific to temporal processing in general or to the TOJ task employed in the study. Overall, the results are compatible with the notion that the decline of TOJ threshold with repeated measures represents a short-term cognitive fatigue effect. This objective fatigue measure did not correlate with subjective fatigue. The latter was rather related to perceived difficulty/effort, the reduction of positive affectivity, heightened sensitivity to criticism, and the best TOJ threshold.

Depressive symptoms are related to boredom proneness in patients receiving hospital care, regardless of alcohol status, lifestyle, or social support

We examined the relationship between boredom proneness and psychological distress in patients receiving hospital care due either to excessive alcohol consumption or to gastrointestinal diseases. Sociodemographic data were collected together with boredom proneness subscales (internal/external lack of stimulation), psychological distress, physical activity, and social support. Boredom proneness due to a lack of external stimulation seemed to constitute a prominent personality trait in patients with alcohol consumption. But depressive symptoms were related only to boredom proneness due to a lack of internal stimulation in all patients, regardless of alcohol status, lifestyle, or social support. Potential implications for practice and future research are discussed.

An Exploration of Machine Learning Methods for Robust Boredom Classification Using EEG and GSR Data

In recent years, affective computing has been actively researched to provide a higher level of emotion-awareness. Numerous studies have been conducted to detect the user's emotions from physiological data. Among a myriad of target emotions, boredom, in particular, has been suggested to cause not only medical issues but also challenges in various facets of daily life. However, to the best of our knowledge, no previous studies have used electroencephalography (EEG) and galvanic skin response (GSR) together for boredom classification, although these data have potential features for emotion classification. To investigate the combined effect of these features on boredom classification, we collected EEG and GSR data from 28 participants using off-the-shelf sensors. During data acquisition, we used a set of stimuli comprising a video clip designed to elicit boredom and two other video clips of entertaining content. The collected samples were labeled based on the participants' questionnaire-based testimonies on experienced boredom levels. Using the collected data, we initially trained 30 models with 19 machine learning algorithms and selected the top three candidate classifiers. After tuning the hyperparameters, we validated the final models through 1000 iterations of 10-fold cross validation to increase the robustness of the test results. Our results indicated that a Multilayer Perceptron model performed the best with a mean accuracy of 79.98% (AUC: 0.781). It also revealed the correlation between boredom and the combined features of EEG and GSR. These results can be useful for building accurate affective computing systems and understanding the physiological properties of boredom.

Validation of the Scale of Emotional States in the Physical Education Context

The purpose of the present study was to validate an instrument of student emotional experiences in the Spanish Physical Education context. The sample of participants consisted of 864 secondary education students from various educational institutions of Spain who ranged in age from 13 to 19 years. To assess the psychometric properties of the Scale of Emotions in Physical Education (SEPE), various types of analyses were conducted. The factor structure of the SEPE was examined through confirmatory factorial analysis in relation to two models. In the first model, it was proposed that the eight first order factors, which represented the eight emotional states, would be correlated amongst each other. In the second model, an eight-factor model with two higher order factors was proposed, with these higher order factors representing distinct sets of positive and negative emotions. The results provide support the presence of an eight-factor second order model which consisted of sets of four positive emotions and four negative emotions. These results provide evidence for the reliability and validity of the SEPE within the Spanish Physical Education context.

Using the Short Form of the MSBS to Assess State Boredom Among Adolescents: Psychometric Evidence by Applying Item Response Theory

The Multidimensional State Boredom Scale (MSBS) is widely used, but evidence regarding its psychometric properties among adolescents is lacking. In particular, the functioning of the scale across genders is unknown. As a result, we used item response theory (IRT) to investigate gender invariance of the Short Form of the MSBS (MSBS-SF) among adolescents. Four hundred and sixty-six Italian high school students (51% male; M = 16.7, SD = 1.44) were recruited. A confirmatory factor analysis demonstrated the unidimensionality of the scale, and IRT analyses indicated that the scale was sufficiently informative. Differential item functioning (DIF) across genders showed that only one item had DIF that was both nonuniform and small in size. Additionally, relationships with negative/positive urgency and present/future-oriented time perspectives were found. Overall, this study offers evidence that the MSBS-SF is a valuable and useful scale for measuring state boredom among male and female adolescents.

Boredom begets boredom: An experience sampling study on the impact of teacher boredom on student boredom and motivation

BACKGROUND

Boredom is a common complaint among students. Boredom was previously found to be negatively associated with academic outcomes, such as academic motivation, strategies, and achievement. It is of interest to understand students' in-class boredom, especially factors that might exacerbate it.

AIMS

The current study examines the influence of teacher's boredom on students' in-class boredom and learning experience. It aims to understand the relationship between teacher boredom, students' perceived teacher boredom, student boredom, and student learning motivation.

SAMPLE

A total of 437 students (54.8% female, M_Age  = 14.5 years, SD = 1.6) and 17 of their teachers (29.4% female, 76.5% 40 years old or below) participated in the study.

METHODS

We conducted an experience sampling study, in which participants completed a 2-week diary. Data were analysed using multilevel modelling.

RESULTS AND CONCLUSIONS

Results from multilevel modelling of 2,675 post-class evaluations indicated that teacher boredom was negatively associated with students' motivation. However, the relationship between teacher boredom and students' perceived teacher boredom was not significant, suggesting that students did not accurately perceive whether their teacher was bored. Results from indirect effect analysis further revealed that students' perception of teacher boredom predicted student learning motivation through student boredom. In other words, perceiving teachers being bored promoted students' own feeling of boredom, which in turn reduced their learning motivation. Together, these results indicate that when a teacher is bored in class, or when students perceive that their teacher is bored, students would have lower learning motivation.

Boredom-Driven Curious Learning by Homeo-Heterostatic Value Gradients

This paper presents the Homeo-Heterostatic Value Gradients (HHVG) algorithm as a formal account on the constructive interplay between boredom and curiosity which gives rise to effective exploration and superior forward model learning. We offer an instrumental view of action selection, in which an action serves to disclose outcomes that have intrinsic meaningfulness to an agent itself. This motivated two central algorithmic ingredients: devaluation and devaluation progress, both underpin agent's cognition concerning intrinsically generated rewards. The two serve as an instantiation of homeostatic and heterostatic intrinsic motivation. A key insight from our algorithm is that the two seemingly opposite motivations can be reconciled-without which exploration and information-gathering cannot be effectively carried out. We supported this claim with empirical evidence, showing that boredom-enabled agents consistently outperformed other curious or explorative agent variants in model building benchmarks based on self-assisted experience accumulation.

The state of boredom: Frustrating or depressing?

Boredom is a prevalent emotion with potential negative consequences. Previous research has associated boredom with outcomes indicating both high and low levels of arousal and activation. In the present study we propose that the situational context is an important factor that may determine whether boredom relates to high versus low arousal/activation reactions. In a correlational (N = 443) and an experimental study (N = 120) we focused on the situational factor (perceived) task autonomy, and examined whether it explains when boredom is associated with high versus low arousal affective reactions (i.e., frustration versus depressed affect). Results of both studies indicate that when task autonomy is low, state boredom relates to more frustration than when task autonomy is high. In contrast, some support (i.e., Study 1 only) was found suggesting that when task autonomy is high, state boredom relates to more depressed affect than when task autonomy is low. These findings imply that careful attention is needed for tasks that are relatively boring. In order to reduce frustration caused by such tasks, substantial autonomy should be provided, while monitoring that this does not result in increased depressed affect.

Boredom: Under-aroused and restless

Boredom is a common experience associated with a range of negative outcomes. Debate remains as to whether boredom should be considered a high or low arousal state. We employed passages of text to induce either boredom or interest and probed self-reported levels of boredom, arousal, and restlessness. Results replicated known associations between mind-wandering and state boredom (i.e., mind-wandering was highest for the boredom mood induction). Reports of sleepiness (a proxy for arousal level) were highest for the boring induction. While restlessness was not different for the boring and interesting inductions when they were performed first, restlessness was significantly higher for the boredom induction when it was experienced last. We discuss these results within the context of the debate regarding boredom and arousal.

Psychometric Analysis of the Multidimensional State Boredom Scale and Its Condensed Versions

The Multidimensional State Boredom Scale (MSBS) is a promising new self-report measure of state boredom. Two condensed versions of the scale have also been introduced. This study helped explore the psychometric qualities of these scales, using a large sample of Australian adults ( N = 1,716), as well as two smaller samples ( N = 199 and N = 422). Data analyses indicated strong convergent validity and very high internal consistency for the scales. Test–retest reliability over a 6- to 8-day period was moderately high. Confirmatory factor analyses of the MSBS authors’ suggested factor structure indicated good fit for this model. However, some of the data analyses raise questions as to whether the scale includes meaningful subfactors. Overall, the MSBS (and Short Form) is recommended for researchers who wish to assess state boredom.

Self-Report Measures of Boredom: An Updated Review of the Literature

A detailed review of the psychometric measures of boredom was published approximately 12 years ago (Vodanovich, 2003). Since that time, numerous studies have been conducted on existing scales, and new measures of boredom have been developed. Given these assessment advancements, an updated review of self-report boredom scales is warranted. The primary focus of the current review is research published since 2003, and it includes a total of 16 boredom scales. The measures reviewed consist of two trait assessments (Boredom Proneness Scale, Boredom Susceptibility subscale of the Sensation Seeking Scale), five context-specific trait boredom scales (Boredom Coping Scale, Leisure Boredom Scale, Free Time Boredom Scale, Sexual Boredom Scale, Relational Boredom Scale), three assessments of state boredom (Multidimensional State Boredom Scale, State Boredom Measure, Boredom Experience Scale), and six context-specific state boredom measures-Lee's Job Boredom Scale, Dutch Boredom Scale, Boredom Coping Scale (Academic), the Boredom subscale of the Achievement Emotions Questionnaire, Academic Boredom Scale, Precursors to Boredom Scale. In addition to providing a review of these measures, a brief critique of each scale is included, as well as suggestions for needed research focus.

Low cognitive load and reduced arousal impede practice effects on executive functioning, metacognitive confidence and decision making

The present study investigated the effects of low cognitive workload and the absence of arousal induced via external physical stimulation (motion) on practice-related improvements in executive (inhibitory) control, short-term memory, metacognitive monitoring and decision making. A total of 70 office workers performed low and moderately engaging passenger tasks in two successive 20-minute simulated drives and repeated a battery of decision making and inhibitory control tests three times – before, between and after these drives. For half the participants, visual simulation was synchronised with (moderately arousing) motion generated through LAnd Motion Platform, with vibration levels corresponding to a well-maintained unsealed road. The other half performed the same simulated drive without motion. Participants’ performance significantly improved over the three test blocks, which is indicative of typical practice effects. The magnitude of these improvements was the highest when both motion and moderate cognitive load were present. The same effects declined either in the absence of motion (low arousal) or following a low cognitive workload task, thus suggesting two distinct pathways through which practice-related improvements in cognitive performance may be hampered. Practice, however, degraded certain aspects of metacognitive performance, as participants became less likely to detect incorrect decisions in the decision-making test with each subsequent test block. Implications include consideration of low cognitive load and arousal as factors responsible for performance decline and targets for the development of interventions/strategies in low load/arousal conditions such as autonomous vehicle operations and highway driving.

Identifying a Reliable Boredom Induction

None of the tasks used to induce boredom have undergone rigorous psychometric validation, which creates potential problems for operational equivalence, comparisons across studies, statistical power, and confounding results. This methodological concern was addressed by testing and comparing the effectiveness of six 5-min. computerized boredom inductions (peg turning, audio, video, signature matching, one-back, and an air traffic control task). The tasks were evaluated using standard criteria for emotion inductions: intensity and discreteness. Intensity, the amount of boredom elicited, was measured using a subset of the Multidimensional State Boredom Scale. Discreteness, the extent to which the task elicited boredom and did not elicit other emotions, was measured using a modification of the Differential Emotion Scale. In both a laboratory setting (Study 1; N = 241) and an online setting with Amazon Mechanical Turk workers (Study 2; N = 416), participants were randomly assigned to one of seven tasks (six boredom tasks or a comparison task, a clip from Planet Earth) before rating their boredom using the MSBS and other emotions using the modified DES. In both studies, each task had significantly higher intensity and discreteness than the comparison task, with moderate to large effect sizes. The peg-turning task outperformed the other tasks in both intensity and discreteness, making it the recommended induction. Identification of reliable and valid boredom inductions and systematic comparison of their relative results should help advance state boredom research.