Levels Of Boredom Research Articles

Promoting Sustainable Well-Being: Burnout and Engagement in South African Learners

This study aimed to analyze the latent profiles of burnout and engagement of learners and to investigate differences between these profiles regarding demographic and contextual variables and academic boredom. The findings have practical implications for educators and professionals in the fields of education and psychology. Grade 9 and 10 South African learners (N = 544) studying English and Mathematics as school subjects participated in the study. Five learner burnout and engagement profiles were identified: healthy engaged (10.66%), moderately balanced (27.57%), slightly disengaged (30.7%), moderately burned-out (20.4%), and burned-out (10.66%). Academic boredom in Mathematics and English was linked to burnout-engagement profiles. The healthy engaged and moderately balanced profiles exhibited significantly lower academic boredom levels in both subjects than the other profiles. Positive relationships with teachers and interest in the subject were crucial across all profiles to diminish academic boredom and enhance engagement, especially in English. Various demographic and contextual variables were associated with burnout-engagement profiles. Home study environments, nurturing positive teacher-learner relationships, and fostering intrinsic interest in subjects can enhance engagement and mitigate burnout in secondary school learners. Sustainable interventions could be created by teachers or researchers, implemented by schools, and taken up in important policies within South Africa, showcasing how the SGDs of improved health and well-being and delivering quality education could be achieved.

The Effect of Attending Major Wards on the Burnout and Boredom of Medical Interns during the COVID-19 Pandemic

Introduction: The current study was conducted to investigate the effect of attending major wards on the level of burnout and boredom of medical interns in Iran during the COVID-19 pandemic. Methods: The present study was a cross-sectional descriptive research on all medical interns at the Kerman University of Medical Sciences of Iran who entered the major wards for the first time. Demographic questionnaires, Maslach and Jackson job burnout, and Multidimensional Boredom Scale (MSBS) were completed at the entrance and after two months. The mean scores (with the Wilcoxon test) were compared with each other, and their relationship (with Pearson Chi-squared test and Kendall's tau B) was investigated. Results: Investigations showed that emotional exhaustion significantly increased (p < 0.001), but Depersonalization significantly reduced after 2 months. The mean scores of individual dysfunction were not obvious (p>0.05). In addition, the fact that the intern is attending which ward (internal, surgery, or obstetrics and gynecology) did not affect the amount of burnout (p>0.05). The mean of the boredom scores increased significantly (p < 0.01). Conclusion: It is necessary to take serious measures to reduce emotional exhaustion in interns, especially in epidemic or pandemic conditions.

Exploring the relationships among college students’ epistemic beliefs, epistemic emotions, and use of problem-solving strategies in engineering design contexts

Epistemic beliefs and emotions can exert a profound effect on individuals' academic motivation and achievement. This study presents a plausible model to explore the relationships among engineering students' epistemic beliefs, epistemic emotions, and their use of problem-solving strategies within project design contexts. Findings from path analysis indicate that students who believe design-related engineering knowledge should be justified in multiple ways demonstrate a higher level of positive epistemic emotions. Those who believe foundational engineering knowledge is uncertain and evolving show a lower level of boredom when confronted with design problems. Students experiencing positive epistemic emotions tend to use more problem-solving strategies in their design projects, leading to higher achievement in the design course. Those grappling with boredom tend to use fewer problem-solving strategies, resulting in lower achievement in the design course. Connections between epistemic cognition research and instructional practices in engineering education are discussed.

Boredom and English language conversational topics: an idiodynamic approach

ABSTRACT Purpose: The study aims to determine the effect of various conversational topics on the dynamics of boredom within and between individuals in second language (L2) learning. It explores the moment-to-moment changes in boredom levels using an idiodynamic method. Design/Methodology/Approach: The study involved four intermediate-level university students engaging in conversations on four different topics. Participants self-rated their boredom levels after each conversation and participated in follow-up interviews to explain changes in their boredom. The idiodynamic method was applied to capture the dynamic changes in boredom. Findings: Results indicated that boredom levels fluctuate both within and between individuals based on conversational topics. Factors contributing to these fluctuations included interest in the topic, familiarity with the subject matter, and personal experiences. The study provided insights into how different conversational topics could influence learners' boredom and engagement levels dynamically. Originality/Value: This research contributes to the understanding of the dynamic nature of boredom in L2 learning by employing an innovative idiodynamic approach. It highlights the importance of topic selection in language teaching and offers practical recommendations for educators to enhance student engagement and reduce boredom in L2 classrooms.

Within-Person Dynamics of Job Boredom and Counterproductive Work Behavior: A Latent Change Score Modeling Approach

Job boredom is one of the most common negative affective states experienced in the workplace, yet also among the least well-understood. One stream of research suggests that employees frequently react to job boredom by engaging in counterproductive work behaviors (CWB). However, recent studies show the converse—that engaging in CWB relates to job boredom. As studies on the job boredom-CWB relationship primarily have been cross-sectional and at the between-person level of analysis, the directionality between these constructs remains in question. Therefore, research examining the within-person dynamics of job boredom and CWB within a short timeframe is needed. In the current study, we explore whether job boredom influences subsequent changes in CWB and vice versa. We examined these relationships using latent change score (LCS) modeling with 10-day experience sampling data (N = 120 individuals providing 1,161 observations). Findings supported a reciprocal relationship. Employees’ level of job boredom on a given day was associated with a subsequent increase in CWB on the next day, and the level of CWB on a given day was associated with a subsequent increase in job boredom on the next day. We discuss the implications of our findings, study limitations, and future research directions.

Assessing the impact of small firm dynamics on public mental health amid the pandemic in Latin America

ObjectiveThe aim of our study is to examine the relationship between the economic activity of small firms and the mental well-being of the population in five Latin American countries in the early stages of the pandemic.MethodsWe utilize the search volume of certain keywords on Google Trends (GT), such as “boredom,” “frustration,” “loneliness,” “sleep”, “anxiety”, and “depression”, as an indicator of the well-being of the population. By examining the data from Facebook Business Activity Trends, we investigate how social attention reacts to the activity levels of different economic sectors.ResultsIncreased business activity is generally associated with reduced levels of boredom, loneliness, sleep problems and anxiety. The effect on depression varies by sector, with positive associations concentrated in onsite jobs. In addition, we observe that strict Non-Pharmaceutical Interventions (NPIs) tend to exacerbate feelings of boredom and loneliness, sleep issues, and anxiety.ConclusionsOur findings suggest a strong association between different indicators of psychological well-being and the level of activity in different sectors of the economy. Given the essential role of small and medium-sized enterprises (SMEs) in generating employment, especially during crises like the pandemic, it is imperative that they remain resilient and adaptable to support economic recovery and job preservation. To accomplish this, policymakers need to focus on providing financial stability and support for SMEs, fostering social support networks within companies, and incorporating mental health services into workplace environments. This comprehensive strategy can alleviate mental health challenges and enhance public health resilience.

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.

Boredom Proneness and Social Media Usage of College Students

This descriptive-predictive study aimed to determine the correlation between the social media usage of college students and their boredom proneness in a University in Davao region. A total of 350 participants were chosen to participate in this study using simple random sampling techniques. A 22-item multidimensional state boredom questionnaire and 21-item social networking usage served as an instrument wherein the Jamovi was used for data analysis. The mean and standard deviation were utilized to test the level of both variables, and results showed that the level of social media usage and boredom proneness among students is high. The Shapiro-Wilk test was utilized to test the normality; it revealed that the data is not normally distributed. The Spearman rho correlation coefficient test revealed a significant relationship between social media usage and students’ boredom proneness, with a p-value of .001, indicating a strong positive correlation. Meanwhile, the result of Linear Regression showed 71% of the variance is explained by the three significant predictors contributing to the students’ social media usage which are Time Perception, Inattention and Disengagement. The study’s findings indicate that increased use of social media is associated with higher levels of boredom. In this case, school administration, local health authorities, and school counseling and guidance offices should enhance the implementation of policies regarding the responsible use of social media, integrate the findings into various programs, and increase public awareness of the effects of excessive social media use on people’s mental health and academic performance. Lastly, researchers should consider extending this topic with a quantitative approach and investigate the possible mediating factors between boredom and social media usage.

INVESTIGATING GENDER DISPARITIES IN EMOTIONAL RESPONSES TO ONLINE LEARNING ENVIRONMENTS: IMPLICATIONS FOR EDUCATIONAL EQUITY

This study explores the relationship between gender and emotional experience among undergraduate students enrolled in online distance learning (ODL) at UiTM Permatang Pauh, Penang. Understanding the emotional effect of transitioning to online distance learning, particularly amidst the COVID-19 pandemic, is crucial. Data analysis included correlation analysis to examine the relationship between gender and emotional experiences, as well as independent sample t-tests to compare emotional responses between male and female students. A total of 69 students participated, including 36 men and 33 women. The correlation analysis revealed significant gender disparities in emotional experience: male students reported higher levels of enjoyment (r = 0.831, p < 0.01) and hope (r = 0.408, p < 0.05), whereas female students reported lower levels of anxiety (r = -0.389, p < 0.05) and boredom (r = -0.671, p < 0.01). Independent sample t-tests confirmed these disparities in enjoyment, hope, anxiety, and boredom (all p < 0.05). These findings highlight the importance of considering gender-specific emotional responses to enhance inclusivity and optimise learning outcomes in diverse educational settings.

Gender and circadian preferences influence emotions and motivation in secondary mathematics classrooms

ABSTRACT Many studies have reported poor school achievement in evening persons and general circadian fluctuations in cognition. The aim of this study was to analyze circadian fluctuations in a cross-sectional design and examine the effects of chronotype on situational emotions and intrinsic motivation. A cross-sectional survey study was conducted in three Turkish secondary schools with a total sample of 599 students (283 females and 316 males). Data were collected at the end of specific math lessons of the same grade level and content, using a form combining three scales. We found no gender-related differences in intrinsic motivation, while there were some differences in situational motivation. In math classes, female students exhibited higher level of interest, while boys scored higher on boredom. In addition, students who scored high on morning affect reported higher levels of interest, well-being, and less boredom. Students with higher stability (and lower fluctuations in mood and cognition during the day) reported a higher degree of enjoyment, perceived competence, perceived choice, and less pressure/tension in their math lessons. A positive association was observed between distinctness, interest, and well-being, while negative correlations existed between distinctness and boredom. This suggests that students with higher diurnal stability reported a higher level of interest, well-being, and a lower level of boredom. Additionally, the results of the analyses showed that morningness, distinctness, and eveningness were significant predictors of intrinsic motivation. Conversely, gender, time of application, morningness, and distinctness emerged as predictors for situational emotions in mathematics classes.

Investigating Boredom Among Chinese Senior High School Students in English as a Foreign Language Classrooms

<p style="text-align:justify">Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.</p>

Boredom due to being over- or under-challenged in mathematics: A latent profile analysis.

Recent research on boredom suggests that it can emerge insituations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students. This research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking. We employed a sample of 1.407 students (fifth to ninth graders) from all three secondary school tracks (lower, middle and upper) in Bavaria (Germany). Boredom was assessed via self-report and achievement via a standardized mathematics test. We used latent profile analysis to identify groups characterized by different levels of boredom and achievement, and we additionally examined gender and school track as group membership predictors. Results revealed four distinct groups, of which two showed considerably high boredom. One was coupled with low achievement on the test (i.e. 'over-challenged group', 13% of the total sample), and one was coupled with high achievement (i.e. 'under-challenged group', 21%). Furthermore, we found a low boredom and high achievement (i.e. 'well-off group', 27%) and a relatively low boredom low achievement group (i.e. 'indifferent group', 39%). Girls were overrepresented in the over-challenged group, and students from the upper school track were underrepresented in the under-challenged group. Our research emphasizes the need to openly discuss and further investigate boredom due to being over- and under-challenged.

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.

农村初中生英语学习愉悦、焦虑及无聊情绪与英语成绩的关系研究

Based on the perspective of positive psychology, this article explores the status quo of students’ English learning enjoyment, anxiety and boredom in a rural middle school by investigating 203 participants in Grade two. From the data analysis, conclusions are drawn as follow: (1) Students experience a higher level of English learning enjoyment but lower levels of anxiety and boredom, while English learning anxiety is higher than boredom. (2) There is a significant gender difference in English learning anxiety, while there is insignificant difference between enjoyment and boredom. (3) There is a negative relationship between English learning enjoyment and anxiety, between English learning enjoyment and boredom and there is a positive relationship between English learning enjoyment and students’ academic achievements, and a negative relationship between English learning anxiety, boredom and students’ academic achievements. This study explores the relationship between foreign language learning emotions and foreign language academic achievements, which could further enrich studies of second language acquisition and the emotions of rural middle school students.

Filling the void: boredom’s associations with hoarding symptom severity

In hoarding disorder, features including attentional difficulties and emotion dysregulation can contribute to the core symptoms of clutter, difficulties discarding, and excessive acquisition. Boredom is a negative feeling state that shares a high level of overlap with associated features of hoarding, including inattention, depressive symptoms, and impulsivity, and has been implicated in compulsive buying behaviors. Boredom may be a particularly relevant factor in compulsive hoarding; however, this relationship remains significantly under-researched. The present studies aimed to thoroughly investigate associations between boredom and hoarding severity using diverse methodologies. Study 1 (N = 253) replicated, in an online community sample, previously reported positive associations between hoarding severity and recent state boredom while statistically controlling for potentially confounding variables (e.g., depression, indecisiveness), and extended these findings to include boredom proneness. In Study 2, individuals with elevated hoarding symptoms (n = 56) and a history of hoarding problems (n = 43) reported higher levels of recent state and trait boredom than controls (n = 61). Additionally, boredom was associated with performance on simulated acquiring and discarding tasks. Finally, Studies 3a (N = 144) and 3b (N = 146) attempted the first experimental tests of induced boredom on acquiring and discarding behaviors. Although results were mixed and preclude causal conclusions, exploratory analyses revealed that individuals reporting higher in-the-moment boredom took more (p = .008) and discarded fewer (p = .021) items on the simulated tasks. Overall, results suggest that boredom may have crucial implications in hoarding symptom severity.

Factors Contributing to Academic Boredom among English-Major Students at Nong Lam University Ho Chi Minh City, Vietnam

Academic boredom can detrimentally impact students' motivation, engagement, and academic performance. Recognizing the challenges faced by English-major students at Nong Lam University, Ho Chi Minh city, the authors of this paper conducted a study to investigate the underlying factors contributing to academic boredom within this specific academic context. A quantitative research method was employed in the current study to investigate the antecedents of academic boredom among the English-majored students. The population of this study consists of 427 English language majors at Nong Lam University, Ho Chi Minh City, Vietnam. A convenience sampling method was utilized. Correlation and regression analyses were used to explore the relationships between the antecedent factors and academic boredom among students. The findings reveal a combination of internal and external factors contributing to boredom. It was also found that the most common causes of boredom are the students’ attitude toward their learning and the university’s environment while no significant correlation was observed between the level of boredom and teaching contents, teaching methods and pedagogical style. Some implications concerning how to reduce EFL classroom boredom are also presented in this paper.

Job boredom as an antecedent of four states of mental health: life satisfaction, positive functioning, anxiety, and depression symptoms among young employees – a latent change score approach

BackgroundJob boredom has been generally associated with poorer self-rated health but the evidence is mainly cross-sectional and there is a lack of a holistic mental health approach. We examined the temporal relationships between job boredom and mental health indicators of life satisfaction, positive functioning, anxiety, and depression symptoms.MethodsWe analyzed a two-wave postal survey data of adults aged 23 to 34 that was collected from the Finnish working population between 2021 and 2022 (n = 513). Latent change score modelling was used to estimate the effects of prior levels of job boredom on subsequent changes in mental health indicators, and of prior levels of mental health indicators on subsequent changes in job boredom.ResultsJob boredom was associated with subsequent decreases in life satisfaction and positive functioning and increases in anxiety and depression symptoms. Of these associations, job boredom was more strongly associated with changes in positive functioning and anxiety symptoms than with changes in life satisfaction.ConclusionsOur two-wave study suggests that job boredom, a motivational state of ill-being in the work domain, spills over into general mental health by decreasing life satisfaction and positive functioning and increasing anxiety and depression symptoms. Our findings contribute to the understanding of the potential detrimental effects of job boredom and its nomological network. From a practical perspective, workplaces are adviced to improve working conditions that mitigate job boredom and thus promote employees’ mental health.

The influence of teachers' autonomy support on students’ entrepreneurial enthusiasm: A mediation model with student gender as a moderator

Based on the drive theory of student learning, this study explores the relationship between teachers' autonomy support and the development of and change in students' entrepreneurial enthusiasm in innovation and entrepreneurship classes with consideration of the regulatory effect of student gender. We used a simple sampling method to recruit 2456 college students (46.9% female), who completed a questionnaire on the quality monitoring and evaluation systems of innovation and entrepreneurship education in their schools. The results showed that higher autonomy support from teachers significantly improved students' entrepreneurial enthusiasm. Conversely, their level of class-related boredom had a negative buffering effect on changes, and their evaluation of the innovation and entrepreneurship curriculum played a positive role in the relationship between teachers' autonomy support and students' entrepreneurial enthusiasm, as did sex. We found that the influence of teachers' autonomy support on students’ entrepreneurial enthusiasm was more significant when students were male than female. This study is expected to serve as a useful reference for innovation and entrepreneurship in higher education.

The Influence of Self Instruction Techniques on Students’ Learning Burnout at State Madrasah Aliyah

This research was conducted to determine the influence provided by group counseling services using Self Instruction to minimize the level of learning boredom of XI MIPA 3 students at MAN 3 Medan. This research method uses an experiment with a one group pretest-posttest design. Where there were 32 students as the population and a sample of 7 students who had high learning boredom scores was taken using the purposive sampling technique. The data analysis techniques used are the Normality Test and the T Test (paired sample test). With the help of the SPSS Version 22.0 For Windows analysis tool. Based on the research results before and after the treatment, the Sig value was obtained. (2-tailed) is 0.000, then < 0.05 H0 is rejected and Ha is accepted. The results of this study showed that there was a decrease in the level of student learning boredom after being given group counseling services using the Self Instruction technique as treatment for students at Madrasah Aliyah Negeri 3 Medan.

Prolonged theoretical classes impact students' perceptions: an observational study.

Mental fatigue (MF) arises during prolonged demanding cognitive activity and results in acute feelings of tiredness and a decreased physical and/or cognitive performance capacity. An often-overlooked population that is significantly at risk for the development of MF are university students. The current study investigated the impact of prolonged in-person theoretical classes on the perceptions of MF, boredom, and sleepiness among 27 Slovenian university students (first-year physiotherapy). Their subjective experiences at various time points during a 4-h class interspersed with a 20 min break were assessed with a repeated measures ANOVA and consequent Bonferroni post-hoc tests (significance set at <0.05). Subjective MF and sleepiness significantly increased during the first and the second part of the class (p < 0.05), while they significantly decreased during the break (p < 0.05). Boredom levels only increased significantly during the second part of the class (p < 0.05). Additionally, students who had inadequate sleep the night before the class reported higher levels of MF at the beginning of the class. This study highlighted a significant impact of a theoretical class on subjective feelings of mental fatigue and showed that a break in the middle of the class temporarily alleviated this negative impact. These results emphasize the importance of adequate sleep, effective breaks, and strategies to manage cognitive workload in optimizing students' cognitive well-being and academic performance. Further research is needed to better understand the underlying factors and develop targeted interventions to support students' cognitive functioning and well-being during prolonged academic sessions.