What to do when feeling bored? Students' strategies for coping with boredom.

By U. Nett, Thomas Goetz, Lia M. Daniels. 2010

213 citations recorded by the source corpus.

Abstract The goal of this study was to explore different strategies for coping with boredom. A questionnaire was developed targeting two dimensions of coping, namely approach versus avoidance oriented coping and cognitive versus behavioral oriented coping. First, based on the responses of 976 students (51% female) from grades 5 to 10, the structure of the coping with boredom scales was verified by confirmatory factor analysis. In a second step, 3 different boredom-coping groups were identified by latent profile analysis. These three groups were named Reappraisers, Criticizers, and Evaders. Third, differences between these groups concerning their frequency of experiencing boredom, their academic achievement, and other emotional, motivational, and cognitive aspects of academic achievement situations were analyzed. Relative to the other 2 groups, Reappraisers preferred cognitive-approach strategies, were less frequently bored, and experienced the most positive pattern of emotional, motivational, and cognitive outcomes. Finally, methodological and educational implications and directions for future research are discussed.

Subfields: Clinical Psychology, Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d7abc70d4e6f9cf67df873bbf88ed762720bc609

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In Clinical Psychology

1. Reinhard Pekrun
2. Thomas Goetz
3. Nathan C. Hall
4. U. Nett
5. A. Frenzel
6. E. Young
7. J. Sharp
8. Jane C. Sharp

In Cognitive Neuroscience

1. Thomas Goetz
2. Reinhard Pekrun
3. Nathan C. Hall
4. E. Young
5. J. Sharp
6. Jane C. Sharp
7. U. Nett
8. A. Frenzel

In Social Psychology

1. Thomas Goetz
2. Reinhard Pekrun
3. Nathan C. Hall
4. A. Frenzel
5. U. Nett
6. E. Young
7. J. Sharp
8. Jane C. Sharp

Citations in the corpus

• Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance (2016, background): “Third, recent research has shown that cognitive-approach strategy use was positively related to interest in mathematics in high school settings (Nett et al., 2010).”
• Types of boredom: An experience sampling approach (2014, background): “Further, this finding may be explained by non-achievement situations typically allowing for greater freedom to modify or escape boring activities than achievement settings (for boredomspecific coping strategies, see Nett et al. 2010, 2011).”
• Examining boredom : Different causes for different coping profiles (2015, unknown): “The first profile (n = 279) preferred cognitive-approach coping ( M COAP = .16, M BEAP = -.25, M COAV = -.26, M BEAV = -.55), like the Reappraisers’ profile (Nett et al., 2010).”
• Just-in-Time Adaptive Interventions (JITAIs) in Mobile Health: Key Components and Design Principles for Ongoing Health Behavior Support (2017, background): “A third involves negative emotions, such as boredom (a negative affective state involving lack of interest in and difficulty concentrating on a given activity [85]), as well as other negative emotions, such as anger and disappointment, that reflect emotional exhaustion [86] and intervention fatigue ”
• The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “For example, one could try to find meaning or value in the activity by seeing it under a new light (Nett et al., 2010; Tze et al., 2013).”
• Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, methodology): “…2003; Frenzel et al., 2010; Preckel et al., 2010), and in some subjects more than others (Goetz et al., 2006a,b, 2007; Frenzel et al., 2007; Nett et al., 2010, 2011; Daschmann et al., 2011; Schukajlow and Rakoczy, 2016; Peixoto et al., 2017), frequently resulting in loneliness and…”