The present study explored stu dents' use of boredom related coping strategies at trait and state levels. Two trait based dimensions of coping relevant to boredom were considered, namely approach versus avoidance oriented and co gnitively versus behaviorally oriented coping strategies. The two dimensions were assessed in a self report questionnaire administered to 537 grade 11 students (55.3% f...

Studies have found positive correlations between affective states (e.g., confusion, boredom) and learning outcomes in educational technologies like ASSISTments and Carnegie Learning's Cognitive Tutor. The adage that "correlation does not imply causation" is especially apt in light of these observations; it seems counterintuitive that increasing student boredom or confusion (e.g., designing syst...

This article describes the development and validation of the Multidimensional State Boredom Scale (MSBS)-the first and only full-scale measure of state boredom. It was developed based on a theoretically and empirically grounded definition of boredom. A five-factor structure of the scale (Disengagement, High Arousal, Low Arousal, Inattention, and Time Perception) was supported by exploratory fac...

Boredom remains a poorly understood phenomenon despite its evident association with dysfunctional behavior and mental health problems. However, little research has been devoted to the topic, and the bulk of studies have almost exclusively been quantitative in design. For this reason, a qualitative, interpretive phenomenological study was carried out, during which ten participants were asked for...

The goal of this study was to explore different strategies for coping with boredom. A questionnaire was developed targeting two dimensions of coping. namely approach versus avoidance oriented coping and cogn itive versus behavioral oriented coping. First. based on the responses of976 students (51 % fema le) from grades 5 to 10. the structure of the coping with boredom scales was verified by con...

Boredom research is booming. Nonetheless, a comprehensive understanding of boredom in relation to other negative emotions is lacking. This ambiguity impedes accurate interpretation of boredom's causes and consequences. To gain more insights into boredom, we examined in detail how it differs from a range of other negative experiences, namely sadness, anger, frustration, fear, disgust, depression...

Driver boredom has received little research attention in efforts to develop understanding of driver behaviour and further road safety. This study aimed to develop understanding of relationships between individual differences and driver boredom as well as between driver boredom and driver behaviour. A self-report questionnaire was developed and used to gather data pertaining to individual differ...

The functional theory of boredom maintains that ought to be defined in terms its role our mental and behavioral economy. Although the has recently received considerable attention, presentations this have not specified with sufficient precision either commitments or consequences for ontology boredom. This essay offers an in-depth examination theory. It explains what is according view; it shows h...

It is not uncommon to hear university students complain about boring classes. The negative effects of boredom, which are at times larger than that of anxiety, have resulted in a concerted effort from researchers to identify causes of learners’ boredom and recommend strategies to mitigate this emotion. However, the research has overlooked the possibility that emotions may be transmitted from ins...