Mindfulness predicts academic diligence in the face of boredom

Abstract

Working diligently on academic tasks despite boredom is critical for advancing long-term learning goals. Yet little is known about the personal qualities that boost students' resilience to boredom. Two field studies involving 1071 high school students tested the hypothesis that mindfulness predicts academic diligence through its association to tolerance of feelings of boredom that arise during learning. In both studies, students completed self-report measures of mindfulness and boredom tolerance. In Study 1, academic diligence was measured using a behavioral measure in which students could spend time working on a tedious, but “good-for-you” math skill-building activity or watching entertaining videos. Study 2 was a preregistered replication using a self-report measure of academic diligence. In both studies, students with higher mindfulness reported higher boredom tolerance that, in turn, predicted greater academic diligence. Results were observed above and beyond boredom intensity, demographic characteristics, and academic motivational beliefs. This study provides novel evidence for a theoretical model linking mindfulness to academic diligence.