Coping with boredom in school: An experience sampling perspective

Boredom signals deviation from a cognitive homeostatic set point

Boredom is the feeling of wanting but failing to engage the mind and can be conceived as one among many signals of suboptimal utilization of cognitive and neural resources. Using homeostasis as an analogy, this perspective argues that boredom represents a signal indicating deviation from optimal engagement-that is, deviation from a cognitive homeostatic set point. Within this model, allostasis accounts for chronic boredom (i.e., trait boredom proneness), according to which faulty internal models are responsible for why the highly boredom prone may set unrealistic expectations for engagement. In other words, the model characterizes boredom as a dynamic response to both internal and external exigencies, leading to testable hypotheses for both the nature of the state and the trait disposition. Furthermore, this perspective presents the broader notion that humans strive to optimally engage with their environs to maintain a kind of cognitive homeostatic set-point.

People are increasingly bored in our digital age

In an era where entertainment is effortlessly at our fingertips, one would assume that people are less bored than ever. Yet, reports of boredom are higher now than compared to the past. This rising trend is concerning because chronic boredom can undermine well-being, learning, and behaviour. Understanding why this is happening is crucial to prevent further negative impacts. In this Perspective, we explore one possible reason-digital media use makes people more bored. We propose that digital media increases boredom through dividing attention, elevating desired level of engagement, reducing sense of meaning, heightening opportunity costs, and serving as an ineffective boredom coping strategy.

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.

The kids are bored: Trait boredom in early childhood and links to self-regulation, coping strategies, and parent-child interactions

Boredom is a negative emotion that most people experience on occasion. However, some people experience boredom more or are unable to tolerate it, which is called trait boredom. Trait boredom has been well-studied in adolescence and adulthood, but little is known about trait boredom in childhood. The main goal of this study was to measure trait boredom in 4- to 6-year-olds (N = 130) and to test whether it relates to self-regulatory processes in a similar fashion that has been observed in adults and identify strategies children use to cope with boredom. We found boredom in childhood was related to self-regulatory processes in a similar fashion as it does in adults, and most children used social stimulation strategies (e.g., asking to play with a parent) or behavioral strategies (e.g., playing with toys) to cope with boredom. The findings are discussed within the context of prevention and the emotion regulation and boredom literature.

Exploring EEG resting state as a function of boredom proneness in pre-adolescents and adolescents

Boredom is a prominent experience commonly reported in school settings and associated with poor academic achievement. Little is known, however, about the age-related trajectory of boredom. Here we examined self-reported ratings of boredom in a cross-sectional sample of 8 to 15-year olds (n = 185) as a function of resting state EEG. Results indicated that reports of boredom in school rose as a function of age. Resting state EEG showed a decrease in theta power with age perhaps reflective of increased control. While no effects were evident in beta and alpha bands, we did observe an interaction between boredom and age for frontal asymmetry such that for those higher in boredom, the asymmetry increased with age. Finally, for theta to beta ratios there were main effects of age (i.e., a decrease in theta/beta ratio with age) and boredom such that those higher in boredom had higher theta/beta ratios over frontal and central brain areas. The results are discussed in the context of prior work on school-related boredom and provide several important avenues for further research.

Boredom as the originator of a desideratum - reflections on the creative and suppressive consequences of boredom in the school context

Bored children begin to draw, do crafts, to fidget - or they do something bad. Others fall silent, withdraw, or become lethargic. Research on school-related boredom has focused primarily on the negative consequences of boredom, such as decreased cognitive performance, motivation or attentativeness, or disruptiveness. These negative aspects of boredom can be contrasted by the notion that boredom can promote creative performance. This paper reflects on boredom's creative and suppressive consequences as an interplay of personality traits and behavioral possibilities in school situations, on the one hand, and as an interplay of situational experiences with constituent developmental processes on the other. It is proposed that boredom is a gauge of the learner's resonance with school content, learning and/or developmental relationships. Boredom indicates a psychological need and its desideratum. Thus, both creative and suppressive potentials are inherent in boredom.

Academic boredom(s): a person-centered investigation

Should we refer to boredom or boredoms? Research on the emotion of boredom sets itself apart from studies on other emotions by posing the question: is boredom a singular concept or does it have multiple facets? In this manuscript presenting empirical research on academic boredom, our aim is to demonstrate the justification for claiming a distinct position. Person-centered models examining university students' achievement emotions reveal the existence of multiple types of boredom, in contrast to other learning emotions that are typically represented as singular constructs. Using data generated by dispositional learning analytics applications, we further investigate the progression of learning boredom over time, exploring the impact of the pandemic and analyzing how various student learning aptitudes, such as mindsets, epistemological beliefs, epistemic emotions, learning motivation, engagement, as well as demographic factors like gender and culture, can be considered as potential antecedents or triggers of boredom. Consistent with the control-value theory of achievement emotions, we conclude that control and value constructs serve as proximal antecedents of boredom, alongside epistemic boredom as a distal antecedent. However, the relationships between boredom and its antecedents exhibit notable variations across different types of boredom.

Adversity, Engagement, and Later Achievement: The Role of Emotion Regulation and Parent-Child Relationship Quality

Background

Students who have experienced adversity tend to demonstrate poorer academic outcomes than their non-maltreated peers. Academic engagement, a multidimensional, motivational construct, associated with a myriad of positive academic outcomes is an important academically-related mechanism that can be leveraged to improve the outcomes of this population.

Objective

The present study aimed to better understanding of how engagement develops in the context of adversity by exploring the effects emotion regulation skills and parent-child relationships have on engagement development.

Participants and setting

Analyses were conducted on 795 participants in the NSCAW dataset.

Methods

Path analysis was used to estimate mediation and moderated mediation models.

Results

Emotion regulation skills significantly mediated the effect experiencing trauma symptoms had on engagement. Parent-child relationship quality moderated the mediation effect emotion regulation skills had on the relationship between experiencing trauma symptoms and engagement.

Conclusions

Emotion regulation skills and parent-child relationship quality are potential intervention targets to improve engagement for students who have experienced adversity.

I enjoy hurting my classmates: On the relation of boredom and sadism in schools

Schools can be a place of both love and of cruelty. We examined one type of cruelty that occurs in the school context: sadism, that is, harming others for pleasure. Primarily, we proposed and tested whether boredom plays a crucial role in the emergence of sadistic actions at school. In two well-powered studies (N = 1038; student age range = 10-18 years) using both self- and peer-reports of students' boredom levels and their sadistic tendencies, we first document that sadistic behavior occurs at school, although at a low level. We further show that those students who are more often bored at school are more likely to engage in sadistic actions (overall r = .36, 95% CI [0.24, 0.49]). In sum, the present work contributes to a better understanding of sadism in schools and points to boredom as one potential motivator. We discuss how reducing boredom might help to prevent sadistic tendencies at schools.

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.

Aggressive behavior, boredom, and protective factors among college students during closed-off management of the COVID-19 pandemic in China

Background

Chinese colleges have implemented strict closed-off management in response to the outbreak of a new variant of the new coronavirus, Omicron. But such management measures may lead to more aggressive behavior. The study aimed to determine the associations between boredom and aggressive behavior with aggression and to examine the impact of boredom on aggression through the moderating role of cognitive flexibility.

Methods

The Multidimensional State Boredom Scale, the Reactive-Proactive Aggression Questionnaire, and the Cognitive Flexibility Inventory were applied to a sample of 719 college students who were in a closed-off management environment.

Results

For individuals with high cognitive flexibility, the relationship between state boredom and proactive aggression was not significant. The relationship between state boredom and proactive aggression was significantly positively correlated for individuals with low cognitive flexibility, especially low substitutability. Cognitive flexibility has no significant moderating effect on the relationship between state boredom and reactive aggression.

Conclusion

The findings highlighted the importance of boredom as a potential risk factor for aggression, while cognitive flexibility appears as a potential protective factor.

How Personality, Emotions and Situational Characteristics Affect Learning from Social Interactions in the Workplace

The present study examines the effects of social interactions' situational characteristics, emotions, and personality on self-perceived learning from social interactions at work based on diary and survey data. The sample comprises 43 German vocational education and training (VET) trainees in various apprenticeship programs. During the diary period of ten working days, the participants were instructed to record five typical social interactions at work every day. Quantitative data of 1,328 social interactions were analyzed by means of multilevel analysis. Regarding social interactions' characteristics, the analysis revealed the baseline level of instrumentality, an interruption of the social interaction, its instrumentality and questions asked by the trainee during the interaction as positive predictors of self-perceived learning. A trainee's higher speech proportion, however, was a negative predictor. Regarding state emotions, the emotional experiences of bored and motivated were identified as significant positive predictors of learning from social interactions at work. Emotions' baseline level as well as personality traits had no significant influence. The results indicate that social interactions' situational characteristics have the biggest influence on self-perceived learning from social interactions.

Difficulties with Emotion Regulation during COVID-19 and Associations with Boredom in College Students

COVID-19 related restrictions resulted in a significant lifestyle change for many young adults in the United States. Although boredom and emotional self-regulation are clearly connected in empirical research, the question remains of what this association looks like in unique circumstances, such as early in COVID-19 pandemic at the height of restrictions. The purpose of the current study is to identify the association between boredom proneness and emotion regulation in college students during the COVID-19 pandemic. College students who completed a Boredom Coping Survey between October and December 2019 (n = 481) were recruited for a follow-up COVID-19 Boredom Survey in April 2020. Data from this sub-sample (n = 58) were used in a hierarchical regression predicting the role of boredom proneness on COVID-19 pandemic emotion regulation difficulties while controlling for age, sex, and COVID-19 related lifestyle changes. Findings indicated higher levels of emotion regulation difficulties were associated with higher levels of boredom proneness above and beyond demographic variables and COVID-19 lifestyle changes. Results are in line with prior theory and research on the importance of the environment or situational factors to the experience of boredom.

Boredom belief moderates the mental health impact of boredom among young people: Correlational and multi-wave longitudinal evidence gathered during the COVID-19 pandemic

Objectives

Young people's experience of boredom and its psychological health sequelae have been exacerbated by the COVID‐19 pandemic. The present study examined the moderating role of boredom beliefs—the extent to which one affectively dislikes boredom (boredom dislike) and cognitively accepts it (boredom normalcy)—on the association between boredom experience and mental well‐being. We also validated a new measure of boredom beliefs in two different samples of young people.

Method

We report data from a correlational study with British young people aged 12–25 (Study 1; N = 2495) and a 16‐week eight‐wave within‐subject study with Israeli adolescents aged 12–18 (Study 2; N = 314).

Results

Across both studies, disliking boredom was associated with higher frequency and intensity of boredom. Boredom dislike moderated the negative association between boredom and mental well‐being, such that the association was more salient among those who strongly disliked boredom. Normalizing boredom was positively associated with mental well‐being. The measure of boredom beliefs demonstrated fair validity and reliability.

Conclusion

Results provide novel insights into the potential buffering effect of boredom beliefs against the mental health impact of boredom, particularly at a time of reduced activity. These findings generalize across two different countries.

Effect and Mechanisms of State Boredom on Consumers' Livestreaming Addiction

With the rapid development of livestreaming marketing in China, consumers spend an increasing amount of time watching and purchasing on the platform, which shows a trend of livestreaming addiction. In the early stage of the COVID-19 pandemic, the addiction exacerbated by a surge of boredom caused by home quarantine. Based on the observation of this phenomenon, this research focused on whether state boredom could facilitate consumers' livestreaming addiction and explored the associated mechanisms of this relationship. Based on three studies, this research found that state boredom had a positive effect on consumers' livestreaming addiction, and this relationship worked through the mediating effect of consumers' sensation seeking. We further verified a moderated mediation effect of consumers' life meaning perception, where the indirect effect of state boredom on consumers' livestreaming addiction via consumers' sensation seeking existed for high and low levels of life meaning perception, but in opposite directions. The conclusions provided theoretical and practical implications of livestreaming marketing and healthy leisure consumption.

Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video

Boredom is a salient emotion experienced in postsecondary settings, and evidence reveals that it can negatively impact academic achievement and motivation. Drawing from the control-value theory (CVT) of achievement emotions (Pekrun, 2006) and the component process model of emotions (CPM; Scherer, 1984), our study examines the first phase of a multi-sequenced online boredom intervention training (BIT) program. The goal of Phase I of BIT was to increase university students' (N = 85) knowledge about boredom as a scholarly construct. Students completed four components of the Phase I BIT session, including: (a) a baseline survey and knowledge quiz, (b) a psychoeducational video, (c) a consolidation exercise, and (d) a follow-up knowledge quiz. We employed a repeated measures analysis to measure changes in knowledge after students watched the psychoeducational boredom video. Our findings reveal that students became more knowledgeable about boredom, learned something novel, and were interested in the intervention. The results are discussed in terms of the implications for research, theory, and practice.

The impact of boredom on the attitudes and behaviours of edutourists during the era of COVID-19 and the mediating role of psychological distress

This research examined the effects of boredom on the attitudes and behaviours of international students and their indirect psychological impact during the COVİD-19 pandemic. A partial least square method (PLS-SEM) was used to analyse the data taken from a sample of 260 students. As a result of this research, a significant negative effect of boredom on edutourists' attitudes as well as an insignificant positive effect on their behaviours was determined; furthermore, the students' attitudes did not affect their behaviours. A positive connection between boredom and psychological distress was significant. Additionally, results demonstrated that psychological distress did not mediate the aforementioned relationships. Nevertheless, the results of the multi-group analysis unearthed different responses among male and female students during the COVID-19. The study provides practical and theoretical implications, limitations, and areas for further research.

Exploring Emotion Regulation and Perceived Control as Antecedents of Anxiety and Its Consequences During Covid-19 Full Remote Learning

Maintaining the emotional well-being of learners during a pandemic is important. This study explored the effects of two emotion regulation strategies (cognitive reappraisal, expressive suppression) and perceived control on full remote learners' anxiety during Covid-19, and their relationship to perceived learning. Structural equation modeling was used to analyze 239 questionnaires completed by Chinese graduate students taking a course remotely from home for 13 weeks. This study showed that reappraisal was positively related to perceived control, whereas suppression was negatively related to perceived control. Reappraisers perceived more learning, whereas suppressors experienced more anxiety. Anxiety was significantly and negatively related to perceived learning. Mediation analyses showed the existence of different patterns of mediation in the pathways from the two types of emotion regulation to perceived learning. These findings are discussed in relation to relevant studies conducted during non-pandemic periods and Covid-19, and based on the results we highlight the need for interventions aimed at developing adaptive emotion regulation strategies and reducing anxiety in emergency remote learning.

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.

Boredom Proneness and Self-Control as Unique Risk Factors in Achievement Settings

The state of boredom arises when we have the desire to be engaged in goal pursuit, but for whatever reason we cannot fulfil that desire. Boredom proneness is characterized by both frequent and intense feelings of boredom and is an enduring individual difference trait associated with a raft of negative outcomes. There has been some work in educational settings, but relatively little is known about the consequences of boredom proneness for learning. Here we explored the unique contributions of boredom proneness, self-control and self-esteem to undergraduate self-reported higher grade point average (GPA). Within educational settings, prior research has shown self-control and self-esteem to be associated with better academic performance. In contrast, boredom proneness is associated with lower levels of self-control and self-esteem. Our analyses replicate those previous findings showing that self-control acts as a positive predictor of GPA. Importantly, we further demonstrated, for the first time, that boredom proneness has a unique contribution to GPA over and above the contribution of self-control, such that as boredom proneness increases, GPA decreases. We discuss potential mechanisms through which boredom proneness may influence academic performance.

Test anxiety components: an intra-individual approach testing their control antecedents and effects on performance

BACKGROUND AND OBJECTIVES

Although anxiety consists of multiple components, including cognitive, affective, motivational, and physiological, and some findings suggest that there might be differences regarding their control antecedents and effects on performance, previous studies have largely neglected to examine these components separately and for reasons of convenience often assessed test anxiety as a unified construct using a single-item. Therefore, this study investigated the different test anxiety components with the goal to: (1) examine the relative impact of the anxiety components in the mediating mechanism that connects control and performance - as proposed by Pekrun's control-value theory, and (2) determine which specific anxiety component is underlying common single-item anxiety measures.

METHODS

The research questions were investigated using an intra-individual approach in a sample of N = 137 German 8th graders during a mathematics exam.

RESULTS

As expected, control was negatively related to all anxiety components, but associations varied in strength. Additionally, the components differed in their relative impact on performance, with the cognitive component being central for this outcome. Furthermore, common single-item measures seem to specifically assess the affective component, and thus not the component most relevant for test performance.

CONCLUSION

Consequently, our study strongly recommends to distinguish between the anxiety components depending on the research question at hand.

High Boredom Proneness and Low Trait Self-Control Impair Adherence to Social Distancing Guidelines during the COVID-19 Pandemic

Social distancing during the coronavirus-disease-2019 (COVID-19) pandemic is crucial to reduce the spread of the virus. However, its effectiveness hinges on adherence by individuals who face substantial burdens from the required behavioral restrictions. Here, we investigate sources of individual variation in adhering to social distancing guidelines. In a high-powered study (N = 895), we tested direct and indirect effects of boredom and self-control on adherence. The results showed that both traits were important predictors of adherence but the underlying mechanisms differed. Specifically, individuals high in boredom perceived social distancing as more difficult, which in turn reduced their adherence (i.e., a mediated effect). In contrast, individuals high in self-control adhered more to the guidelines without perceiving them as more or less difficult; however, self-control moderated the effect of difficulty on adherence. Our results are immediately relevant to improve the efficacy of social distancing guidelines in the COVID-19 response.

Psychological distress and state boredom during the COVID-19 outbreak in China: the role of meaning in life and media use

BACKGROUND

Epidemics are associated with increased burden of psychological distress. However, the role of boredom on mental health during epidemic periods has seldom been explored.

OBJECTIVE

This study attempted to examine the effect of state boredom on psychological outcomes, and the role of media use and meaning in life among the indirectly exposed Chinese adults in the initial phase of the COVID-19 outbreak.

METHOD

An online survey was administered to 917 Chinese adults on 28 January 2020 (1 week after the official declaration of person-to-person transmission of the coronavirus). Self-report questionnaires were used to assess state boredom, anxiety, depression, stress, media use and meaning in life. Moderated mediation analysis was conducted.

RESULTS

Our results indicated that the effect of state boredom on anxiety and stress, but not depression, were mediated by media use and that sense of meaning in life modified this association. Meaning in life served as a risk factor, rather than a protective factor for the negative psychological outcomes when people experienced boredom. The association between boredom and media use was significant for high but not low meaning in life individuals.

CONCLUSION

These findings demonstrated that boredom and media use were associated with an increased burden or psychological distress in the sample. It is important to pay attention to the possible negative impact of boredom and media use during COVID-19, and find more ways to cope with boredom, especially those with high presence of meaning in life.

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.

Coping Humor of Entrepreneurs: Interaction Between Social Culture and Entrepreneurial Experience

It is feasible to deal with the high pressures in entrepreneurship using humor. This paper studies the effect of interaction between entrepreneurs' perception of social culture and entrepreneurial experience (including experience with entrepreneurial failure and current company performance) on coping humor of entrepreneurs with a sample of 171 entrepreneurs from Bohai Rim in China. Regression analysis revealed that entrepreneurs would be more likely to adopt coping humor when they perceived supportive social culture to entrepreneurship and had experienced entrepreneurial failure or when they perceived supportive social culture to entrepreneurship and had good current business. This study contributes to the literature of the theory of humor, the culture of entrepreneurship, and entrepreneurial failure.

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.

Boredom Increases Impulsiveness

Abstract. High (vs. low) levels of boredom are associated with greater (vs. lesser) impulsiveness. It is important to examine the psychological processes that link boredom and impulsiveness to understand this relationship. We propose that heightened impulsiveness in response to boredom partly stems from people’s attempts to deal with meaninglessness when bored. In Studies 1–2, we found that perceived meaninglessness, characteristic of boredom, mediated the relationship between boredom and impulsiveness. In Study 3, we additionally hypothesized that self-awareness serves as a catalyst of boredom-induced impulsiveness by highlighting meaninglessness. Accordingly, Study 3 showed that manipulated boredom promoted impulsiveness through meaninglessness, particularly at greater levels of self-awareness. These studies support our hypothesis that impulsiveness is a response to boredom and the meaninglessness that boredom signals.

How Much Trait Variance Is Captured by Measures of Academic State Emotions?

Abstract. Although the popularity of research on academic emotions is on the rise, little is known about the extent to which these emotional experiences are due to stable (trait) versus situational (state) influences. In the present paper, we applied the latent state-trait approach (LST) to multiple state assessments of five frequently experienced discrete academic emotions (enjoyment, pride, anger, anxiety, boredom) to disentangle their trait versus state variance components. We had two main aims: (1) to identify the differential contributions of the person-specific (trait) and situation-specific (state) variance components of discrete academic emotions, and (2) to examine the relations between different discrete academic emotions with regard to their latent trait and latent state residual components. Eight hundred thirty-seven German students participated in this diary study that lasted 2–3 weeks. During this time, students responded to short (two items per emotion) questionnaires asking about their lesson-specific state emotions in mathematics. The results revealed that for each academic emotion the trait variance and state residual components were of about equal size. Further, while differently valenced (positive vs. negative) latent trait components of students’ emotions were mostly uncorrelated (with the exception of boredom), differently valenced latent state residual components of students’ emotions were negatively correlated. We discuss our findings in relation to the structure of current affect and highlight their implications for classroom practices.

How Accurately Can Parents Judge Their Children's Boredom in School?

The purpose of the present study was to explore what parents know about their Children's boredom in school; specifically, the frequency, intensity, and antecedents of their Children's boredom, as well as how they cope with boredom. A questionnaire was administered to 437 grade 9 students (54% female, M age = 14.82) and their parents (72% mothers, 14% fathers, 12% both parents, M age = 45.26) measuring variables related to students boredom in mathematics class. Three different measurements were used to evaluate the accuracy of parents' judgments: (1) the correlation between parents' and students' answers, (2) the mean differences between parents' and students' answers, and (3) the mean values of absolute differences of parents' and students' answers. The results suggest that parents generally have an informed knowledge about their child's boredom and related facets. This is reflected by a mean correlation of medium size ( = 0.34) and a small mean effect size of the difference between parents' and students' judgments over all items ( = 0.20). Parents are also substantially better in judging their Children's boredom compared to guessing for all variables (mean effect size of = 0.65). They had the most precise judgments for the frequency and intensity of boredom. The antecedents of boredom (e.g., characteristics of instruction) were also well estimated by parents; specifically, parents tend to have a bias in favor for their children evidenced by overestimating antecedents that cannot be influenced by the students and underestimating those that can be influenced by the students. The least concordance was found between parents' and Children's perception of boredom coping strategies (e.g., accepting boredom), implying that parents lack information about how their children intentionally cope with boredom. Implications for research on student boredom are discussed as well as practical applications involving parents in boredom prevention.

Boredom in the Workplace: A New Look at an Old Problem

OBJECTIVE

We review historical and more recent efforts in boredom research and related fields. A framework is presented that organizes the various facets of boredom, particularly in supervisory control settings, and research gaps and future potential areas for study are highlighted.

BACKGROUND

Given the ubiquity of boredom across a wide spectrum of work environments--exacerbated by increasingly automated systems that remove humans from direct, physical system interaction and possibly increasing tedium in the workplace--there is a need not only to better understand the multiple facets of boredom in work environments but to develop targeted mitigation strategies.

METHOD

To better understand the relationships between the various influences and outcomes of boredom, a systems-based framework, called the Boredom Influence Diagram, is proposed that describes various elements of boredom and their interrelationships.

RESULTS

Boredom is closely related to vigilance, attention management, and task performance. This review highlights the need to develop more naturalistic experiments that reflect the characteristics of a boring work environment.

CONCLUSION

With the increase in automation, boredom in the workplace will likely become a more prevalent issue for motivation and retention. In addition, developing continuous measures of boredom based on physiological signals is critical.

APPLICATION

Personnel selection and improvements in system and task design can potentially mitigate boredom. However, more work is needed to develop and evaluate other potential interventions.

Framework to describe constructs of academic emotions using ontological descriptions of statistical models

Many studies have been conducted during the last two decades examining learner reactions within e-learning environments. In an effort to assist learners in their scholastic activities, these studies have attempted to understand a learner's mental states by analyzing participants' facial images, eye movements, and other physiological indices and data. To add to this growing body of research, we have been developing the intelligent mentoring system (IMS), which performs automatic mentoring by using an intelligent tutoring system (ITS) to scaffold learning activities and an ontology to provide a specification of learner's models. To identify learner's mental states, the ontology operates on the basis of the theoretical and data-driven knowledge of emotions. In this study, we use statistical models to examine constructs of emotions evaluated in previous psychological studies and then produce a construct of academic boredom. In concrete terms, we develop ontological descriptions of academic boredom that are represented with statistical models. To evaluate the validity and utility of the descriptions, we conduct an experiment to obtain subjective responses regarding learners' academic emotions in their university course and describe them as instances on the basis of the ontological descriptions.

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.

Antecedents of teachers' emotions in the classroom: an intraindividual approach

Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers’ emotions in the classroom. More specifically, the relationships between students’ motivation and discipline and teachers’ enjoyment and anger were explored, as well as if these relationships are mediated by teachers’ subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2–3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students’ motivation and discipline explained 24% of variance in teachers’ enjoyment and 26% of variance in teachers’ anger. In line with theoretical assumptions, after introducing teachers’ subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers’ enjoyment and anger respectively. The effects of students’ motivation and discipline level on teachers’ emotions were partially mediated by teachers’ appraisals of goal conduciveness and coping potential. The findings imply that since teachers’ emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.