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...

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...

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...

This study sought to examine how university students' state boredom dimensions (i.e., disengagement, high arousal, low inattention, and time perception) their coping strategies cognitive approach, behavioral avoidance, avoidance) in the classroom are mediated relation gender academic year. A total of 186 undergraduate students from a Turkish university, majoring English language teaching facult...