The Effects of Boredom on EFL Learners' Engagement

This article aims to delve into the role of boredom on students' engagement which has always attracted attention in that it is one of the most common academic feelings felt by students that causes them to feel more or less enthusiastic to engage in class activities, and there is a growing increase in such feelings among adolescents; therefore, its various dimensions should be taken into consideration. First and foremost, a variety of definitions from different points of view have been proposed. Then, with a focus on the distinction between state boredom and trait boredom which is one of the most radical classifications of boredom it has been continued. Following that, the antecedents of boredom are additionally taken into consideration along with the role of boredom in students' engagement that necessitates a few changes in the curriculum of schools. Moreover, some coping strategies on how to overcome boredom have been featured. Finally, in the discussion part, the emphasis of the points, which have been mentioned above, in the learning context for both teachers and students has been discussed, and new suggestions for further studies have been proposed.

WHEN TIME FLIES: STATE AND TRAIT BOREDOM, TIME PERCEPTION, AND HEDONIC TASK APPRAISALS

An abundance of empirical research has established that a robust, positive association exists between feelings of boredom and the illusion of temporal slowing. Although state and trait forms of boredom are distinct constructs, the way these variables interact with one another to impact time perception is unknown. To further explore the association between boredom and time perception, a modified replication of a study that examined the impact of discrepancies between expected and perceived time progression on hedonic appraisals was conducted. The paradigm was extended through the inclusion of validated measures of trait and recent state boredom. Seventy-two participants (N = 72, aged 18-52, M = 23.06, SD = 5.73) were led to believe that they would perform an intrinsically unengaging task for 5 (Time Drags), 10 (Real Time), or 15 minutes (Time Flies). Consistent with previous findings, participants in the Time Drags condition reported time as progressing significantly slower than participants in the other two conditions. Moreover, participants in the Time Drags condition rated the task as significantly more aversive than did participants in the Time Flies condition. This association remained significant even when controlling for levels of trait and recent state boredom. However, the Real Time and Time Flies conditions did not differ from one another in terms of task ratings or perceived time progression. Implications of these findings and directions for future research are discussed.

Alleviating state boredom through search for meaning and affirmation of workplace heroes

Purpose Employee boredom is of concern to organizations because of its impact on employees’ quality of work life and productivity. This study aims to test the regulation of workplace boredom through meaning in life by workplace heroes to contribute to theory by examining the relationships between the variables and to practice by uncovering the potential of workplace heroes in alleviating state boredom. Design/methodology/approach Using online surveys and structured interviews for a mixed-method study, data were collected for state boredom, meaning in life and hero affirmation at work for a quantitative study, and data from the open-ended questions provided further insights regarding hero affirmation at work for a qualitative study. Findings Spearman rank-order correlations concluded correlations between state boredom and meaning in life. However, unlike personal heroes that influence meaning in life, workplace heroes were found not to. The qualitative analysis revealed three prime differences between workplace and personal heroes: proximity, symbolic representation of ideologies and qualities admired in the heroes. These reasons entailed that state boredom was not regulated by workplace heroes. Originality/value The model of Coughlan et al. (2019) explored trait boredom regulation through meaning in life by personal heroes. This study tested for the regulation of state boredom through meaning in life by workplace heroes; thus, contributing to theory through a nuanced model with enhanced usefulness in practice. The study also further dissects the concept of heroes by uncovering differences between workplace and personal heroes that perpetrated the differences in the findings.

Effects of Different Types of Boredom on Foreign Language Learning

Although boredom is regarded as a unique emotion in foreign language learning (FLL), studies on the effect of different types of boredom on FLL have not been found. This study aimed to fill this gap by examining it in college students in China. Participants (N = 314) learned firstly and then took an immediate test and a delayed one after completing Boredom Tendency Scale (BPS) and the Multidimensional State Boredom Scale (MSBS) questionnaire. And the relationship between these two types of boredom (trait boredom; state boredom) and the numbers of words forgotten as the indicator of the effect of FLL was analyzed, the results showed that these two kinds of boredom had interacted, state boredom had main effect on foreign language learning, while trait boredom had no significant effect on it. This study provides initial support to understanding of the effect of different types of boredom on FLL and suggests that the influence of boredom should not be ignored in foreign language teaching.

The map of cognitive processes in boredom: multiple mediation models

Background: Trait boredom is associated with several internalizing and externalizing problems. Addressing existing research gaps in the field, the present study investigated the map of cognitive processes for boredom, based on the rational emotive behaviour therapy model (REBT). Aims: The general aim of the study was to investigate the organization of irrational and rational evaluative cognitions related to boredom, and the association between boredom and depression symptoms and state/trait anxiety. Methods: The 233 participants (84% women) completed online scales of evaluative cognitions, trait boredom, trait/state anxiety and depression. Multiple mediation models via the SPSS extension PROCESS were employed. Results: The REBT psychopathology and psychological health models were partially confirmed, as the evaluative primary cognitions predicted positively and significantly the secondary ones in both cases. Low frustration tolerance (LFT) and global evaluations (GE), and frustration tolerance (FT), respectively, had significant effects. We found a positive significant association between boredom proneness and the negative dysfunctional emotions investigated. Conclusions: Both results offer further support for the hierarchy of cognitions and the distinction between the level of irrationality and rationality in REBT. This is the first attempt to assess a cognitive map of boredom, underlining the importance of (L)FT in relation to boredom. The significance of GE in boredom suggests that people might see themselves responsible, or even blame themselves, others or life itself while bored. The associations of boredom with anxiety and depression are relevant, as its role in those contexts is not yet fully understood.

Trajectories of boredom in self-control demanding tasks

Self-control does not always work effectively. Whether this reflects the depletion of a global self-control resource is subject to an ongoing debate. We turned to boredom as a potential confounding variable to advance this debate. In a high-powered experiment (N = 719), participants worked on a primary (transcription) tasks of varying self-control demands (low, high) and length (2, 4, 8 minutes), followed by a secondary (Stroop) task with low and high self-control demanding trials. In addition to trait boredom, we measured self-control investments (effort), self-control costs (difficulty, tiredness, frustration), and boredom after the primary task and repeatedly during the secondary task. Self-control investments and costs increased with the demand and duration of the primary task; however, without affecting performance in the secondary task. Importantly, participants rated both the primary and the secondary task as boring, and higher boredom at the state and the trait level was associated with lower self-control investments and higher self-control costs. During the secondary task, boredom increased steadily but was generally lower in more self-control demanding trials. Finally, boredom predicted performance in the secondary task. These results show an intricate relationship between self-control and boredom that research on these two constructs should carefully disentangle.

Boredom makes it difficult, but it helps to have a plan: Investigating adherence to social distancing guidelines during the COVID-19 pandemic

In the wake of the Coronavirus Disease 2019 (COVID-19), social distancing has become important for containing the pandemic and preventing a renewed spread of the virus. We investigated psychological factors that predict adherence to social distancing guidelines. In a two-part longitudinal study (N = 574), we assessed adherence and its difficulty twice, one week apart. At T1, participants either planned to deal with the difficulties of adherence (planning intervention) or not (control condition). We further measured individual differences in planning, self-control, and boredom. T2 adherence was higher in the planning intervention, when participants intended to use plans. Trait planning was associated with higher T1 and T2 adherence and mitigated negative effects of T1 difficulty. Analogous effects emerged for trait self-control at T1. Trait boredom was associated with higher difficulty at T1 and T2 without directly affecting adherence. Our results are relevant for designing effective measures in prolonged responses to COVID-19.

The Relationship Between Academic Trait Boredom, Learning Approach and University Achievement

This study explored factors that influence academic achievement and hence, future career prospects. The relationships between the factors, academic trait boredom, approach to learning and academic achievement were examined using data collected from university students at a small English university and from their student records. The initial statistical analysis revealed significant effects of gender on learning approach and two of the three academic trait boredom subscales. Female students proved to be less prone to academic trait boredom than their male counterparts. A model was then developed that showed how a student’s choice of learning approach was influenced by academic trait boredom and impinged on academic achievement. This modelling also confirmed that students who are more prone to academic trait boredom are also more likely to adopt a surface approach to learning rather than a deep or strategic one. The results of this investigation have implications for students, lecturers, course designers and learning support staff both here in this one location as well as elsewhere across the higher education sector.