Does Being Bored Make Us More Creative?

By S. Mann, R. Cadman. 2014

150 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/13cd2f72f5a669887c3af6df260ba217708859b1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Kristina Loderer
2. Andreas Elpidorou
3. E. Young
4. J. Sharp
5. Jane C. Sharp
6. Reinhard Pekrun
7. Thomas Goetz
8. Nathan C. Hall

In Developmental and Educational Psychology

1. Kristina Loderer
2. E. Young
3. J. Sharp
4. Jane C. Sharp
5. L. Oades
6. Andreas Elpidorou
7. Reinhard Pekrun
8. Gavin R. Slemp

In Experimental and Cognitive Psychology

1. Kristina Loderer
2. E. Young
3. J. Sharp
4. Jane C. Sharp
5. Gavin R. Slemp
6. L. Oades
7. Jesús Camacho-Morles
8. Hanchao Hou

Citations in the corpus

• Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “…be a positive and creative experience providing opportunities for self-reflection and the generation of new ideas, as well as fostering resiliency and relationships (Harris, 2000; Pekrun et al., 2002a; Vodanovich, 2003a; Goetz et al., 2010; Villavicencio and Bernardo, 2013; Mann and Cadman, 2014).”
• Can boredom help? Increased prosocial intentions in response to boredom (2017, unknown): “Some research suggests that boredom can even contribute to ‘constructing’ new meanings by encouraging creative behavior (Gasper & Middlewood, 2014; Mann & Cadman, 2014).”
• Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “…potential benefits of boredom for academic performance as it can lead students to initiate creative processes and greater self-reflection (Mann and Cadman 2014; Seib and Vodanovich 1998) and can also create an urge to make changes to the current achievement situation as it may be…”
• The good of boredom (2018, unknown): “For example, it can promote escape from an unsatisfactory situation (Bench & Lench, 2013; Elpidorou, 2014), help to establish a sense of meaningfulness (Van Tilburg & Igou, 2012), or even bolster creativity (Gasper & Middlewood, 2014; Mann & Cadman, 2014).”
• The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “Other work has suggested that a state of boredom may promote creativity (Gasper & Middlewood, 2014; Harris, 2000; Mann & Cadman, 2014)—although such findings should be considered in conjunction with Hunter et al. (2016)’s study which reports that boredom as a personality trait is not predictive of…”