Correlates and Characteristics of Boredom Proneness and Boredom1

By M. Harris. 2000

268 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/46aac9ad36b33fd87ae89500ec025d63678eed53

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

International handbook of emotions in education. (2014, background): “It is characterized by lack of stimulation in combination with low arousal (Harris, 2000; Pekrun et al., 2010).”
The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “If behavioral escape is not possible but the individual lacks a sufficient reason to perform the boring activity well (or if the boring activity is easy), one may adopt a cognitive-avoidance strategy by engaging in mind-wandering (Fisher, 1993; Harris, 2000).”
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, background): “Fifth, boredom can be caused by poor attentional control which can be related to a low level of self-awareness of attention, leading to distractibility and memory lapses (attentional theory of boredom proneness; Harris, 2000; LePera, 2011).”
Relationships Between Boredom Proneness, Mindfulness, Anxiety, Depression, and Substance Use (2011, methodology): “This explanation strengthens the attentional theory of boredom proneness by implicating a deficit in attention as a precursor to boredom proneness (Fisher, 1993; Hamilton, 1981; Harris, 2000).”
Boredom Proneness: Its Relationship with Subjective Underemployment, Perceived Organizational Support, and Job Performance (2010, background): “Alpha coefficients ranging from .79 to .84 have been reported for this measure across numerous studies (e.g., Harris 2000; Kass and Vodanovich 1990; McLeod and Vodanovich 1991; Watt and Vodanovich 1992).”
Types of boredom: An experience sampling approach (2014, background): “…as to whether boredom is best understood as a low- or high-arousal emotional experience (Pekrun et al. 2010; for both low and high arousal, see Harris 2000), and further, an unanswered research question as to why findings concerning the arousal associated with boredom are so varied in nature.”
Boredom and schooling: a cross‐disciplinary exploration (2007, background): “Many such studies, according to reviewers Vodanovich (2003) and Harris (2000), have also been carried out in the US on college students.”
What does doodling do (2010, background): “Boredom is a very common experience (Harris, 2000) and daydreaming is a common response, even in the laboratory (Smallwood & Schooler, 2006).”
The phenomenon of boredom (2006, background): “The phenomenon of boredom is not well understood, in spite of a growing body of literature on the subject (Fisher, 1993; Harris, 2000; Smith, 1981; Vodanovich, 2003).”
Bestial boredom: a biological perspective on animal boredom and suggestions for its scientific investigation (2017, background): “This can cause work absenteeism, cognitive impairment, apathy (Harris, 2000), risk-taking, alcoholism (Wegner & Flisher, 2009) and abnormal behaviours (such as head-banging or rocking) (Mendez & Mirea, 1998).”
High Boredom Proneness and Low Trait Self-Control Impair Adherence to Social Distancing Guidelines during the COVID-19 Pandemic (2020, background): “Indeed, although boredom is a relatively ubiquitous experience [12], social distancing seems ideally suited to amplify boredom in boredom prone individuals: Boredom occurs when an activity is under- or overchallenging and/or low in meaning [13].”