Levels Of Boredom Research Articles

Connection between emotion and motivation in football

Background and objectives. Football is a popular sport with a large following. Motivation is a key factor in an athlete’s success in winning matches or achieving sports milestones. However, intense emotions and turmoil can disrupt an athlete’s performance, making motivation essential to regain focus. Therefore, this study aims to examine the relationship between emotions and achievement motivation in football athletes. Materials and methods. This research was conducted with quantitative methods. The sampling technique used was convenience sampling, resulting in a sample of 25 male Student Activity Unit (UKM) football players aged 19–24. Results. The research concluded a negative relationship between emotions and achievement motivation in football athletes. The correlation coefficient obtained was −0.440, indicating a negative correlation. Conclusions. In other words, as boredom levels increase, achievement motivation in football athletes decreases, and conversely, lower boredom levels are associated with higher motivation.

STATE BOREDOM IN ONLINE CLASSROOMS: A STUDY OF NOVICE AND EXPERIENCED IRANIAN EFL TEACHERS

Teachers and students frequently experience positive and negative emotions in EFL classrooms. Boredom is a negative feeling whose detrimental influence on various aspects of the learning process and achievement has been well established. However, in the EFL context, particularly among EFL teachers, this aspect remains under-examined. Using a mixed-methods research design, the current study examined 263 Iranian novice and experienced EFL teachers with online teaching experience to compare their state boredom and perceptions of its signs. For qualitative analysis, 15 novice and 15 experienced teachers were selected from the respondents to review their open-ended questionnaire answers. Additionally, 16 teachers participated in a semi-structured interview. The results of Mann-Whitney U-test revealed a significant difference in state boredom between teacher groups, with novice teachers experiencing higher level of boredom in online classrooms. Qualitative analysis using MAXQDA showed differing perceptions of boredom between novice and experienced teachers in online settings. Novice teachers primarily viewed boredom as attention failure, while experienced teachers had a deeper understanding, including loss of motivation and enthusiasm. The results suggest that targeted support and training for novice teachers in online environments are critical approaches to enhance engagement and reduce boredom, fostering a more comprehensive understanding of motivational factors.

Chinese EFL Learners’ Emotional Intelligence, Academic Boredom and Class Participation

This study investigates the relationship among emotional intelligence, academic boredom, and classroom participation of Chinese non-English major college students in English learning. Utilizing a quantitative and descriptive design, data was gathered from freshmen and sophomores majoring in economics, management, and fine arts at a regional university in Yuncheng, China through a questionnaire survey. The questionnaire comprised sections on emotional intelligence, academic boredom, and class participation, aligning with emotional intelligence theory, academic boredom theory, and class participation theory, respectively. The findings reveal significant correlations: emotional intelligence is inversely related to academic boredom, indicating higher emotional intelligence corresponds to lower academic boredom levels. Affective intelligence positively correlates with class participation, suggesting higher affective intelligence is linked to increased participation. Conversely, academic boredom negatively impacts class participation, as greater boredom is associated with reduced engagement. These results hold vital implications for enhancing English learning effectiveness and student well-being, offering valuable insights for educators. The study proposes a language-learning program focused on enhancing emotional intelligence and engagement to alleviate academic boredom. Recommendations include incorporating emotional intelligence training in universities, diversifying classroom activities, fostering cross-cultural communication opportunities, and leveraging technology for emotional intelligence and engagement promotion. Future research should expand sample sizes and school majors to deepen understanding and integrate technology tools into teaching practices and curriculum design.

Do bored people engage in online trolling more actively? Exploring the role of dark personalities and boredom proneness

This study investigates individual traits that explain the likelihood of engaging in online trolling. It examines the association between dark personality traits (Machiavellianism, psychopathy, and sadism) and trolling intentions, and incorporates boredom proneness to further elucidate trolling behaviors. Utilizing data collected via Prolific (n = 414), the findings from hierarchical regression analyses revealed significant positive associations of psychopathy, sadism, and boredom proneness with online trolling tendencies. Machiavellianism alone did not significantly predict trolling behavior; however, its interaction with boredom proneness was significant, indicating that individuals high in Machiavellianism who are also prone to boredom are more likely to engage in online trolling. A similar pattern emerged for those high in psychopathy and sadism; those also experiencing high levels of boredom demonstrated a greater propensity for active trolling engagement. This study highlights the complex interplay between personality traits and the tendency to engage in disruptive online behaviors, online trolling.

The Effects of Coronavirus Disease-19 Pandemic on Physical Activities and Mental Health of Students

The purpose of this study was to determine the impact of the spread of coronavirus disease-19 on physical activity and mental health of students. Coronavirus-19 (Covid-19) is a new disease that can cause respiratory problems and pneumonia. The spread of an infectious disease called COVID-19 in Indonesia has changed the joints of social life. The population in this study was (n=43) and all were used as a whole research sample (total sampling), students at the Faculty of Sports Science, State University of Malang, research instrument data collection using Google forms and then disseminated through WhatsApp social. The types of data in this study are in the qualitative category analyzed by percentage with windows excel 2010. The results of the study, most respondents considered it very important to do physical activity, and at least 3 to 7 times per week, with a duration of time mostly under 60 minutes. Meanwhile, the intensity of physical activity is in the medium level category. The level of boredom reaches 90.5% of respondents. Respondents have activities to reduce boredom such as playing games and doing daily chores at home as many as 18 students (48%), while 6 respondents (16%) work on college assignments, and 5 respondents (13%) do sports activities. A total of 8 respondents (21%) helped the entrepreneurial parents. Various activities aimed at reducing boredom so as not to cause more serious mental health disorders such as feelings of stress and depression.

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.