Academic boredom in under- and over-challenging situations
This project explored students’ perceptions of academic boredom in under- and over-challenging situations with the hypothesis that boredom is a multidimensional and situation-dependent construct. In Study 1, college students were asked to think of an under- and over-challenging situation and for each situation complete the 36-item Academic Boredom Scale (ABS-36). Study 2 was a replication of Study 1 but also included Pekrun, Goetz, and Perry’s (2005) Academic Emotions Questionnaire (AEQ). CFA results from both studies suggested one general boredom factor in situations students recalled as being under-challenging but two boredom factors in situations students remembered as being over-challenging. Task-focused boredom was characterized by the tediousness and meaninglessness of a task, whereas self-focused boredom was characterized by feeling dissatisfied and frustrated. A 10-item Academic Boredom Scale (ABS-10) was derived and strong reliability and validity coefficients were obtained. This research helps to provide a clearer picture of different meanings students might have in mind when they say they are bored.
Acee, T. W., Kim, H., Kim, H. J., Kim, J., Chu, H., Kim, M., Cho, Y., Wicker, F. W., & The Boredom Research Group. (2010). Academic boredom in under- and over-challenging situations. Contemporary Educational Psychology. 35(1), 17-27.