Boredom: An Emotional Experience Distinct from Apathy, Anhedonia, or Depression

By Y. Goldberg, J. Eastwood, Jennifer G. LaGuardia, J. Danckert. 2011

246 citations recorded by the source corpus.

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The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, methodology): “This model of accounting for the seemingly longer duration of boring events fits well with characterizations of boredom that emphasize the subject’s disengagement with the environment (e.g., Anderson, 2007; Fahlman et al., 2009; Fenichel, 1951; Goldberg et al., 2011; Passik et al., 2003).”
Proneness to Boredom Mediates Relationships Between Problematic Smartphone Use With Depression and Anxiety Severity (2018, background): “Our findings support the role that depression and anxiety play in boredom proneness, corroborating previous work with undergraduates (Goldberg et al., 2011; Sommers & Vodanovich, 2000; Struk et al., 2017).”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “…(Vodanovich et al., 1991; Watt and Vodanovich, 1992; Rupp and Vodanovich, 1997; see also Sommers and Vodanovich, 2000; Eastwood et al., 2007; Goldberg et al., 2011; Merrifield and Danckert, 2014); attention deficit and cognitive disorders including lapses in memory, the altered perception…”
The good of boredom (2018, unknown): “Cognitive character : It is integral to the experience of boredom that one is both disengaged and dissatisfied with one’s environment (Anderson, 2007; Fahlman et al., 2009; Fenichel, 1951; Goldberg et al., 2011; Greenson, 1953; Passik et al., 2003).”