Experience Of Boredom Research Articles

Of boredom and havoc: Correctional officers and meaning making

Despite early calls to pay attention to the role of emotions in crime and criminal justice, including in prison studies, empirical research focusing on emotions in the administration of criminal justice has been sporadic. With notable exceptions, little attention has been paid to the role of boredom, meaning, and the labour processes of criminal justice personnel more broadly, and correctional officers specifically. We fill the lacuna in knowledge by examining the relationship between boredom, temporality, the labour process of correctional officers, meaning making, and officer wellness. We first offer an overview of boredom as an emotion and its contribution to meaning making. We then outline the labour process of correctional officers, reviewing literature on the structure of their carceral work environments and their experiences of boredom. We draw on 651 interviews with correctional officer recruits (n = 375) and follow-up interviews with correctional officers (n = 276) within federal prisons across Canada to understand the emotional experiences of correctional work, specifically focusing on boredom as a dominant emotion and its effect on officer wellness. Our study uses a phenomenological approach to consider how boredom plays a role in the daily lives of those providing security within prison spaces, how prison officers make sense of their work in relation to temporality and boredom, and how boredom and havoc contributes to poor officer wellness.

Investigating Factors Responsible for More Boredom in Online Live EFL Classes

Although recent years have seen a growing interest in students’ experiences of boredom in foreign language learning, scant attention has been paid to this negative emotion in online live classes. With a mixed-methods approach, this study investigated what factors were responsible for student boredom in online live classes and what made Chinese students majoring in English more bored in online live classes than in traditional in-person classes. Data were collected through a questionnaire and focus group interviews. Quantitative and qualitative data analyses revealed that the main factors responsible for this negative emotion in online live settings were teacher-centered classes, less engagement and interaction, high task challenges, monotonous and long learning activities, textbook-based activities, students’ lack of self-discipline, peer influences, the absence of emotional support, unreliable internet connection, physical fatigue, a locked-down campus, and a dormitory learning environment. Students’ greater boredom in online live settings than in-person settings arose from student-related factors, technological factors, and environment-related factors. This study sheds light on how to alleviate student boredom in foreign language learning in online live settings.

Beyond the “wow” factor: the analytic importance of boredom in qualitative research

ABSTRACT In this paper, we perceive boredom as a potential resource for creativity in qualitative research. We present three main arguments. First, boredom is often an inevitable stage on the way to research excitement and can even serve as an important clue leading to analytic surprises. Second, there is a methodological need to reflect on boredom in order to understand the researcher’s perception of meaningfulness and meaninglessness. Particularly, we show how the ‘interview society’, characterized by the dominance of the therapeutic discourse, shapes researchers’ expectations regarding what is considered ‘interesting’ or ‘boring.’ Finally, the researcher’s experience of boredom may provide insights into the very phenomenon under investigation. We flesh out these arguments by showing how the researcher’s boredom during interviews reflects the interviewees’ emotional style, expected of (women) managers in the neoliberal culture: emotional restraint and a façade of rationality and objectivity.

EFL Learners’ Use of Data-driven Learning and their Attitudes in the Improvement of English-speaking Skills

The use of data-driven learning (DDL) to improve the English-speaking skills of learners of English as a foreign language (EFL) remains rare. Hence, this research examines whether two types of DDL – namely, hands-on DDL using the computer software directly and hands-off DDL using paper-based materials – can improve vocabulary production in the English speaking of EFL learners. The EFL learners’ attitudes toward both types of DDL were also examined. A total of 45 Thai EFL learners were involved in this research; they were divided equally into two experimental groups, one using hands-on DDL and hands-off DDL, and one control group. A questionnaire and interviews were used to examine the EFL learners’ attitudes toward DDL and a paired sample t-test and a one-way analysis of variance (ANOVA) were conducted. The results reveal that both hands-on and hands-off DDL approaches significantly improved vocabulary production in the EFL learners’ spoken English. In addition, the hands-on DDL had a significant effect on the quantity (sig. = .000, p <0.05), accuracy (sig. = .000, p <0.05), and complexity (sig. = .000, p <0.05) of the participants’ vocabulary production, while the hands-off DDL only had a significant effect on the accuracy (sig. = .000, p <0.05) of vocabulary production. Furthermore, although the EFL learners had relatively positive attitudes toward DDL, less enjoyable experiences were also noted. Experiences of boredom and stress while using DDL were reported, and the participants did not consider DDL to be suitable for all EFL learners.

The dynamics of L2 teacher boredom and their link to creativity: A ban or boon for boredom

AbstractResearch has revealed a prevalence of boredom among L2 teachers, despite efforts to mitigate this negative emotion. The interplay between teacher boredom and creativity, especially their concurrent development, has not been extensively studied longitudinally. Utilizing control‐value theory as its foundation, this study investigates the daily progression of boredom and creativity among L2 teachers, their mutual development, and how control‐value beliefs influence these dynamics. A 5‐day experience sampling method study involving 98 L2 teachers generated 423 observations. Dynamic structural equation modeling (DSEM) was employed at the individual (Level 1) and group (Level 2) levels. DSEM results revealed varied relationships between boredom and creativity changes over a week, influenced by teachers’ control and value beliefs. In innovators, with high perceived control and intrinsic value beliefs and moderate to high extrinsic value beliefs, previous experiences of boredom might positively influence the teacher's creativity the next day. This creativity might, in turn, decrease the teacher's boredom. This suggests a potential positive relationship between boredom and creativity in innovative language teachers. In adaptors, with moderate perceived control and intrinsic value beliefs and medium to low extrinsic value beliefs, previous experiences of boredom did not necessarily influence the teacher's creativity the next day. However, teacher creativity might still decrease teacher boredom. For traditionalists, with medium perceived control and intrinsic value beliefs and moderate to high extrinsic value beliefs, previous experiences of boredom might have decreased the teacher's creativity the next day, while teacher creativity might have decreased the teacher's boredom the same day. Finally, in dissatisfied teachers with low perceived control, intrinsic value, and extrinsic value beliefs, previous experiences of boredom might have decreased the teacher's creativity the next day, while teacher creativity might not necessarily predict the teacher's boredom. Results suggest a reciprocal relationship between boredom and creativity in adaptable and traditionalist teachers. Additionally, Level 2 analysis identified correlations between random effect parameters across four clusters.

The effectiveness of an online attention training program in improving attention and reducing boredom

Frequent and intense experiences of boredom may lead to negative consequences. Enhancing sustained attention has been suggested as a potential strategy for mitigating boredom. We investigated the effectiveness of a four-week intervention to improve attention levels in daily activities and alleviate boredom. In this quasi-experiment, 73 adults were allocated to either the intervention group (n = 32), which participated in a four-session online attention training program, or the no-intervention control group (n = 41). Data were collected through baseline and post-intervention questionnaires, as well as experience sampling over a 28-day period. In line with our hypotheses, multilevel modeling results indicated that attention levels in the intervention group increased throughout the training compared to the control group. Additionally, we observed a decrease in state boredom levels and a significant between-group difference in post-intervention boredom proneness. We found that the attention training program was effective in boosting attention levels and reducing boredom experiences and boredom proneness among healthy adults.

Exploring the Nexus Between Urban Planning and Boredom

American car-dependent suburbs in modern society are often stigmatized as “boring” in media, discussions, and general perceptions, depicted as dull places lacking excitement and vitality, embodying themes of discontent, conformity, and a longing for more. However, despite this usual judgement a comprehensive understanding of how urban planning influences the experience of boredom is sorely lacking. The complex relationship between urban design and boredom is examined here in detail, focusing on the potential for planners and policymakers to design socially connected, more engaging, and visually stimulating communities. By analyzing the design of communities and the effects of this design on boredom and undertaking a systematic review of the research conducted on the relationship between urban planning and boredom, the multifaceted problem of boredom in urban planning can be addressed through the creation of a framework to incorporate measures of boredom into urban planning.

Yawning in the face of God: Religious boredom as a form of activism

Although the potential of boredom has been part of the Christian tradition from its very beginning, the experience of boredom among adult believers has often been stigmatized or silenced. In this paper I explore the ‘politics of boredom’, suggesting that the experience of boredom within faith communities may be a form of minority stress, indicating that sub-groups do not find themselves represented in the shared narrative and practice. I argue that while many disciplines, including psychology and theology, have a tendency to problematise those who are bored, it may be more fruitful to change this scope and investigate the boring. As an example I explore a feeling I call ‘Jesus fatigue’; the sense of being tired with the repetitive narrative investment in Jesus as a figure of inclusion, while actual inclusion is continuously postponed. I then discuss the subversive potential of ‘the yawn’, the open display of boredom, as a possible theological intervention that confronts tradition with its implicit exclusionary tendencies.

Boredom and its perceived impact in adolescents with exceptional mathematical talent: a sequential mixed-methods study in Paraguay.

Boredom, a state where the task at hand presents difficulties in attentional resources and attributed meaning, can be detrimental to talent development by reducing cognitive engagement. This study employed a mixed sequential design to assess boredom in adolescents with exceptional mathematical talent in Paraguay participating in a talent development program. First, in the quantitative phase 54 students completed the Boredom Short Scale, School Attitudes Assessment Survey-Revised, and Psychological Well-Being Scale for Adolescents. Next, in the qualitative phase 50 students participated in focus groups to explore their personal experiences of boredom, along with their perception of possible factors that impact boredom. Boredom in this population was similar to the general population of adolescents, albeit significant differences existed in items and subscales showing a pattern unique to this population; they tended to become bored quicker but had an easier time sparking interest in activities. Higher boredom had small to moderate correlations with worse attitudes at school and with teachers, lower motivation and self-regulation in academic activities, lower self-control, and lower involvement in personal projects. Higher valuation of goals and academic self-perception related with a lower tendency toward boredom only in the context of a talent development program, but not at school. Boredom seemed multifaceted, with dimensions such as the absence of meaning, superficial entertainment, and wasted time. Contributing factors included waiting for other people's slower pace, limited choices, lack of novelty, insufficient intellectual challenge, and the influence of teachers and social dynamics. Coping mechanisms included inner intellectual stimulation, seeking entertainment and escape, pursuing independent learning, extracurricular activities, like-minded peers, and extreme sensation-seeking. Fostering adequate challenge and support in advanced academic endeavors for the development of mathematical talent can prevent negative consequences associated with boredom in exceptionally talented populations.

"It's like your days are empty and yet there's life all around": A mixed methods, multi-site study exploring boredom during and following homelessness.

To identify experiences of boredom and associations with psychosocial well-being during and following homelessness. Using a convergent, mixed-methods explanatory design, we conducted quantitative interviews with 164 participants) (n = 102 unhoused; n = 62 housed following homelessness) using a 92-item protocol involving demographic components and seven standardized measures of psychosocial well-being. A sub-sample (n = 32) was approached to participate in qualitative interviews. Data were analyzed by group (unhoused; housed). Quantitative data were analyzed using descriptive statistics designed to generate insights into boredom, meaningful activity engagement, and their associations with psychosocial well-being during and following homelessness. Qualitative data were analyzed using thematic analysis. Quantitative and qualitative findings were integrated at the stage of discussion. Quantitative analyses revealed small to moderate correlations between boredom and increased hopelessness (rs = .376, p < .01), increased drug use (rs = .194, p < .05), and lowered mental well-being (rs = -.366, p < .01). There were no statistically significant differences between unhoused and housed participants on any standardized measures. Hierarchical regression analyses revealed that housing status was not a significant predictor of boredom or meaningful activity engagement (p>.05). Qualitative interviews revealed profound boredom during and following homelessness imposing negative influences on mental well-being and driving substance use. Boredom and meaningful activity are important outcomes that require focused attention in services designed to support individuals during and following homelessness. Attention to this construct in future research, practice, and policy has the potential to support the well-being of individuals who experience homelessness, and to contribute to efforts aimed at homelessness prevention.

Time in suspense: investigating boredom and related states in a virtual waiting room

ABSTRACT We studied the role of time in the experience of boredom and its relationship with various psychological states using virtual reality. Sixty-six participants visited nine virtual waiting rooms and evaluated their perception of time and psychological experiences, including boredom, exhaustion, restlessness, amotivation, frustration, anger, unhappiness, spontaneous and deliberate mind-wandering, fantasy, and absorption. Results confirmed the relationship between boredom and time perception, showing that the higher the levels of boredom, the slower time seems to pass. However, manipulating time-related information via a slower/faster ticking clock did not affect boredom. We also found that boredom increased as participants progressed through the nine virtual rooms, and its affective characterisation over time remained stable, while its cognitive characterisation fluctuated. While boredom was consistently associated with exhaustion, restlessness, amotivation, and frustration, its relationship with fantasy, absorption, spontaneous mind-wandering and deliberate mind-wandering, evolved over time. These findings provide novel insights into the intricate and differentiated cognitive and affective consequences of being bored.

학업요구, 학업자원, 학업정서, 수업집중곤란행동 간의 관계 - 일상 다이어리 기법을 중심으로 -

The purpose of this study was to examine the relationship between academic demands, academic resources, academic emotions, and classroom attention difficulties at both the within-individual and between-individual levels. The study involved 179 elementary school students in the 5th and 6th grades who participated in a repeated-measures survey over a 10-day period. Mplus 8.0 was used to test model fit and mediation effects. The research model, which included a direct path from academic demands and resources to classroom attention difficulties, was compared with a competing model that excluded the direct path, and the research model provided a better fit to the data. At the within-individual level, the experience of boredom fully mediated the relationship between daily academic demands and classroom attention difficulties. At the between-individual level, academic resources and academic demands led to classroom attention difficulties only through learning-related boredom. The findings suggest that it is important to consider intra-individual variability when identifying emotional or behavioral problems in an academic context, and that addressing classroom boredom, along with environmental factors such as academic demands and resources, is necessary to mitigate attention difficulties in elementary school students.

Exploring the relationship between boredom proneness and agency

Boredom is a negatively valanced emotion characterized by a failed desire to engage with some meaningful activity. A diminished sense of control over events in a person's environment may underly the experience of boredom, precipitating the inability to engage meaningfully. In two separate samples we explored the relation between the sense of agency and trait boredom proneness. Data from both samples showed that those high in boredom proneness reported experiencing a lower sense of agency. Regressions indicated that perceived agency accounted for variance in boredom proneness even after taking account of other known associates of the trait (i.e., self-control, regulatory mode). These findings highlight the important role of the sense of agency in trait boredom proneness.

Konseling Behavioral Teknik Relaksasi Afirmasi untuk Menurunkan Academic Burnout, Efektif Tidak?

Academic burnout or academic fatigue is a condition experienced by individuals who feel excessive physical fatigue, experience boredom with academics and feel emotional exhaustion caused by the large number of tasks or responsibilities that are so heavy that the individual cannot complete all their responsibilities properly. GoodThe purpose of this research is to determine the effectiveness of behavioral group counseling services using affirmation relaxation techniques to reduce academic burnout. The method used in this research is quasi-experimental design. The technique used for sampling in this research is probability sampling. experimental results of behavioral group counseling services using effective affirmation relaxation techniques to reduce academic burnout.

Making a serious game (gamification) for generation Z medical students to learn, teach, and assess medical Physiology.

The concept of serious games and gamification in medical education is gaining attention due to its nature of curiosity and to engage the student's attention by simultaneous cultivation of their higher-level thinking without the experience of boredom. Significant differences were reported among the present medical students, generations Y and Z compared to earlier generations. The advancements in serious games for medical education fit well with millennial medical students' learning styles. Till date, there are no scientific research studies available in literature majorly using solo playing gaming experience for medical Physiology teaching, learning, and assessment in medical schools. In this unsystematic (narrative) review, the development and process in gamification for medical Physiology teaching and assessment has been analyzed. Inclusion criteria: list of articles from PubMed, Medline, and Cochrane by means of manual search with the key words include; gamification on Physiology teaching, learning; serious games created/developed for medical Physiology. Exclusion criteria include the articles not involving medical Physiology teaching, gaming app application, card board games, and quiz games. This review explores the difficulties and practical challenges encountered by a medical educator/doctor professional toward the development of solo playing gamified platform. Also further necessitates the user-friendly interface or apps that involve drop and drag options for serious solo playing games development for medical education. Additionally, insists the addition of gamification elements and artificial intelligence tools application as one of the components of curriculum as electives in medical schools for undergraduate and post graduate level. These will pave the way for medical educators to familiarize the gamification designing tools for various serious solo playing games for medical subjects' teaching, learning, and assessment.

Evaluating High School Students' Views on Online Learning with Meeting Apps during COVID-19

This descriptive qualitative research aims to explore students' experiences in online learning via meeting applications. The purposive sampling method was used to select 11 members of the "Ryca Study Group" as respondents. The interview results show that online learning through meeting applications has become the new norm during the Covid-19 pandemic. The majority of students feel able to understand some subjects well, but there are also technical challenges and a lack of direct interaction with teachers and classmates. Some students are happy with the flexibility of time and accessibility of online learning, while others feel less motivated and experience boredom. In improving online learning, students suggested more interesting material, use of on-cam features for better interaction, and more active teacher involvement. By combining these suggestions, schools can continue to improve the quality of online learning and provide a better learning experience for students.

Understanding Boredom and Leisure in Later Life: A Systematic Review.

Anecdotal evidence and references to boredom appear frequently in mass media, but only a few studies directly examine the phenomenon of boredom, and existing literature within the context of leisure has primarily focused on adolescents. Social isolation and loneliness often intertwine with boredom, and chronic conditions are major factors that increase the risk of experiencing boredom in later life. Therefore, the purpose of this paper is to examine the significance of boredom among older adults and assess the existing literature to gain a more holistic understanding of boredom and how it has been studied among older adults in the context of leisure. Following the PRISMA guidelines, this study gathered literature from 5 electronic databases through December 2022. This systematic review investigated both qualitative and quantitative evidence, and standardized data extraction and study quality assessments were conducted. A comprehensive search initially revealed 2,757 potentially relevant articles, 8 of which met the full inclusion criteria. Three studies investigated the phenomenon of leisure-boredom, and 5 studies assessed the experience of boredom in general and its relationship with leisure engagement. A majority of the studies, especially ones that examined older adults' experience of overall boredom experience, lacked a thorough description of the phenomenon and did not use reliable and/or valid measurements. Findings from 8 articles offer insights into boredom; however, the discussion examines the limitations of these studies and reasons why studying boredom is important. We also speculate as to why little research has addressed leisure boredom among older adults and propose a research agenda for increasing our understanding of the ways older adults experience boredom, the effects boredom has on health and well-being, and how boredom can be alleviated and/or managed in the context of leisure.

Bored with boredom? Trait boredom predicts internet addiction through the mediating role of attentional bias toward social networks.

Internet addiction is an emerging issue, impacting people's psychosocial functioning and well-being. However, the prevalence and the mechanisms underlying internet misuse are largely unknown. As with other behavioral addiction disorders, the increase and persistence of internet addiction may be favored by negative affect such as boredom. In this study, we examined the role of boredom susceptibility, as a personality trait, in predicting the risk of internet addiction. Furthermore, we analyzed the attentional mechanisms that may exacerbate dysfunctional internet behaviors. Specifically, we assessed the mediating role of attentional bias toward social media cues on the relation between boredom susceptibility and internet addiction. Sixty-nine young adults were administered a dot-probe task assessing internet-related attentional bias (AB) and questionnaires measuring internet addiction (IAT) and boredom susceptibility (BS-BSSS). Correlation and t-test analyses confirmed that the tendency to experience boredom and selective attention toward social network information was related to internet addiction. Furthermore, the mediation model indicated that AB fully explains the link between BS-BSSS and IAT. The study highlighted the crucial role of selective attentional processing behind internet addiction. The current results are useful for both researchers and clinicians as they suggest that intervention programs for internet addiction should include strategies to cope with dysfunctional cognitive processes.

Boredom, art, and activism: notes on the experiences of people with disabilities in Mexico during the COVID-19 pandemic.

Confinement, imposed during the COVID-19 pandemic in Mexico, confronted most people with experiences of boredom. For people living with disability, however, the experience of boredom is not alien. Unfortunately, boredom and disability are topics frequently shrouded in taboo, constraining informative reflection and discussion. This perspective article briefly reflects on encounters and disagreements about these two categories in the lives of people with disabilities during the COVID-19 confinement in Mexico. The objective is to explore relevant elements for reflection and extend an invitation for critical and in-depth research on the matter.

Boredom at the border of philosophy: conceptual and ethical issues.

Boredom is a topic in philosophy. Philosophers have offered close descriptions of the experience of boredom that should inform measurement and analysis of empirical results. Notable historical authors include Seneca, Martin Heidegger, and Theodor Adorno; current philosophers have also contributed to the literature. Philosophical accounts differ in significant ways, because each theory of boredom is embedded in a broader understanding of institutions, ethics, and social justice. Empirical research and interventions to combat boredom should be conscious of those frameworks. Philosophy can also inform responses to normative questions, such as whether and when boredom is bad and whether the solution to boredom should involve changing the institutions that are perceived as boring, the ways that these institutions present themselves, or individuals' attitudes and choices.