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window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":63004536,"created_at":"2021-12-02T10:10:24.347-08:00","from_world_paper_id":185528387,"updated_at":"2024-11-26T09:44:17.751-08:00","_data":{"publisher":"Springer Nature","grobid_abstract":"The present study investigated different types 9 of boredom as proposed in a four-categorical conceptual 10 model by Goetz and Frenzel (Zeitschrift für Entwick-11 lungspsychologie und Pädagogische Psychologie 12 38(4):149-153, 2006). In this model, four types of bore-13 dom are differentiated based on degrees of valence and 14 arousal: indifferent, calibrating, searching, and reactant 15 boredom. In two studies (Study 1: university students, 16 N = 63, mean age 24.08 years, 66 % female; Study 2: high 17 school students, grade 11, N = 80, mean age 17.05 years, 18 58 % female), real-time data were obtained via the expe-19 rience-sampling method (personal digital assistants, ran-20 domized signals). Boredom experiences (N = 1,103/1,432 21 in Studies 1/2) were analyzed with respect to the dimen-22 sions of valence and arousal using multilevel latent profile 23 analyses. Supporting the internal validity of the proposed boredom types, our results are in line with the assumed four types of boredom but suggest an additional, fifth type, referred to as ''apathetic boredom.'' The present findings further support the external validity of the five boredom types in showing differential relations between the boredom types and other affective states as well as frequency of situational occurrence (achievement contexts vs. nonachievement contexts). Methodological implications as well as directions for future research are discussed.","publication_date":"2013,,","publication_name":"Motivation and Emotion","grobid_abstract_attachment_id":"75579056"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Types of boredom: An experience sampling approach","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [31854951]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":75579056,"attachmentType":"pdf"}"><img alt="First page of “Types of boredom: An experience sampling approach”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/75579056/mini_magick20211202-10714-4oex1m.png?1638468911" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Types of boredom: An experience sampling approach</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="31854951" href="https://independent.academia.edu/ReinhardPekrun"><img alt="Profile image of Reinhard Pekrun" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Reinhard Pekrun</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2013, Motivation and Emotion</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">19 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 63004536; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">The present study investigated different types 9 of boredom as proposed in a four-categorical conceptual 10 model by Goetz and Frenzel (Zeitschrift für Entwick-11 lungspsychologie und Pädagogische Psychologie 12 38(4):149-153, 2006). In this model, four types of bore-13 dom are differentiated based on degrees of valence and 14 arousal: indifferent, calibrating, searching, and reactant 15 boredom. In two studies (Study 1: university students, 16 N = 63, mean age 24.08 years, 66 % female; Study 2: high 17 school students, grade 11, N = 80, mean age 17.05 years, 18 58 % female), real-time data were obtained via the expe-19 rience-sampling method (personal digital assistants, ran-20 domized signals). Boredom experiences (N = 1,103/1,432 21 in Studies 1/2) were analyzed with respect to the dimen-22 sions of valence and arousal using multilevel latent profile 23 analyses. Supporting the internal validity of the proposed boredom types, our results are in line with the assumed four types of boredom but suggest an additional, fifth type, referred to as ''apathetic boredom.'' The present findings further support the external validity of the five boredom types in showing differential relations between the boredom types and other affective states as well as frequency of situational occurrence (achievement contexts vs. nonachievement contexts). Methodological implications as well as directions for future research are discussed.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":75579056,"attachmentType":"pdf","workUrl":"https://www.academia.edu/63004536/Types_of_boredom_An_experience_sampling_approach"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":75579056,"attachmentType":"pdf","workUrl":"https://www.academia.edu/63004536/Types_of_boredom_An_experience_sampling_approach"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="75579056" data-landing_url="https://www.academia.edu/63004536/Types_of_boredom_An_experience_sampling_approach" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="79830937" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/79830937/Boredom_An_Emotional_Experience_Distinct_from_Apathy_Anhedonia_or_Depression">Boredom: An Emotional Experience Distinct from Apathy, Anhedonia, or Depression</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9147744" href="https://yorku.academia.edu/JohnEastwood">John Eastwood</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Social and Clinical Psychology, 2011</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Boredom: An Emotional Experience Distinct from Apathy, Anhedonia, or Depression","attachmentId":86413493,"attachmentType":"pdf","work_url":"https://www.academia.edu/79830937/Boredom_An_Emotional_Experience_Distinct_from_Apathy_Anhedonia_or_Depression","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/79830937/Boredom_An_Emotional_Experience_Distinct_from_Apathy_Anhedonia_or_Depression"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="75748887" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/75748887/The_Dimensions_of_State_Boredom_Frequency_Duration_Unpleasantness_Consequences_and_Causal_Attributions">The Dimensions of State Boredom: Frequency, Duration, Unpleasantness, Consequences and Causal Attributions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8146678" href="https://independent.academia.edu/McWellingTodman">McWelling Todman</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><p class="ds-related-work--abstract ds2-5-body-sm">Boredom is a common and pervasive feeling state tha t is believed to be associated with a variety of suboptimal outcomes in areas such as psychological adjustment, academic performance and occupational success. Ho wever, much of the evidence for these associations is based on studies that hav e relied less on measures of the actual experience of boredom (and how individuals m ight construe their boredom), and more on measures of the susceptibility to becom e bored. It is proposed that many of the current approaches to boredom research could benefit from the inclusion of a state-type, self-report measure that permits the as sessment of an individuals cognitive representations of their boredom experien ces (e.g, subjective frequency and duration of boredom episodes) during a circumscribe d period in the individuals recent past. It is argued that without such a measu re, it is not possible to reliably distinguish between the correlates of the personali ty trait of boredom proneness a...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Dimensions of State Boredom: Frequency, Duration, Unpleasantness, Consequences and Causal Attributions","attachmentId":83395908,"attachmentType":"pdf","work_url":"https://www.academia.edu/75748887/The_Dimensions_of_State_Boredom_Frequency_Duration_Unpleasantness_Consequences_and_Causal_Attributions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/75748887/The_Dimensions_of_State_Boredom_Frequency_Duration_Unpleasantness_Consequences_and_Causal_Attributions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="25553313" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/25553313/The_phenomenon_of_boredom">The phenomenon of boredom</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="10255" href="https://brighton.academia.edu/GrahamStew">Graham Stew</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Qualitative Research in Psychology, 2006</p><p class="ds-related-work--abstract ds2-5-body-sm">Boredom remains a poorly understood phenomenon despite its evident association with dysfunctional behavior and mental health problems. However, little research has been devoted to the topic, and the bulk of studies have almost exclusively been quantitative in design. For this ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The phenomenon of boredom","attachmentId":45905148,"attachmentType":"pdf","work_url":"https://www.academia.edu/25553313/The_phenomenon_of_boredom","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/25553313/The_phenomenon_of_boredom"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="18065988" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/18065988/A_Factor_Analytic_Study_of_the_Boredom_Proneness_Scale">A Factor Analytic Study of the Boredom Proneness Scale</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3736317" href="https://unikore.academia.edu/GiuseppeCraparo">Giuseppe Craparo</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Personality Assessment, 1990</p><p class="ds-related-work--abstract ds2-5-body-sm">Objective: Boredom is an emotion characterized of lack of pleasure and aims. existing data support the validity of the Boredom Proneness scale (BPs) as an index of boredom proneness. the factor structure of the instrument has been widely examined and yielding inconsistent and contradictory results. Aims: What is needed is empirical confirmation of the possibility that the BPs captures several facets of boredom attitude. to this end, the current study examined the factor structure of the scale within a nonclinical sample.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Factor Analytic Study of the Boredom Proneness Scale","attachmentId":39857359,"attachmentType":"pdf","work_url":"https://www.academia.edu/18065988/A_Factor_Analytic_Study_of_the_Boredom_Proneness_Scale","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/18065988/A_Factor_Analytic_Study_of_the_Boredom_Proneness_Scale"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="55072946" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/55072946/Testing_the_predictors_of_boredom_at_school_Development_and_validation_of_the_precursors_to_boredom_scales">Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28255641" href="https://independent.academia.edu/RobertStupnisky">Robert Stupnisky</a></div><p class="ds-related-work--metadata ds2-5-body-xs">British Journal of Educational Psychology, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">Background. Boredom has been found to be an important emotion for students' learning processes and achievement outcomes; however, the precursors of this emotion remain largely unexplored. Aim. In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested. Sample. Participants were 1,380 grade 5-10 students in mathematics classes. Method. The Precursors to Boredom Scales were tested for structural and convergent validity with multi-level confirmatory factor analyses (ML-CFA), and differences in the perception of the precursors of boredom due to .gender were investigated. Results. The first ML-CFA found support for the structural validity of the Precursors to Boredom Scales. In a second ML-CFA, the newly developed boredom scales showed good convergent validity with several key aspects of instructional quality. Finally, the results supported previous research that found no gender differences in academic selfconcept and interest. Conclusion. The precursors contained in our scales are empirically separable. Implications of the current findings for research on boredom among students are discussed. 42. Students often feel bored at school. According to Larson and Richards (1991), students experience boredom 32% of the time they spend in class. G6tz, Frenzel, and Pekrun (2007) found that students are bored during almost half of each lesson on ave rage. Boredom reflects the dissipation of human resources resulting in the ineffective fulfilm ent</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales","attachmentId":71121946,"attachmentType":"pdf","work_url":"https://www.academia.edu/55072946/Testing_the_predictors_of_boredom_at_school_Development_and_validation_of_the_precursors_to_boredom_scales","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/55072946/Testing_the_predictors_of_boredom_at_school_Development_and_validation_of_the_precursors_to_boredom_scales"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="72938660" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/72938660/Types_of_boredom_and_other_learning_activity_emotions_A_person_centred_investigation_of_inter_individual_data">Types of boredom and other learning activity emotions: A person-centred investigation of inter-individual data</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1163268" href="https://unimaas.academia.edu/DirkTempelaar">Dirk Tempelaar</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Motivation and Emotion</p><p class="ds-related-work--abstract ds2-5-body-sm">Whether boredom is a unitary construct or if multiple types of boredom exist is a long-standing debate. Recent research has established the existence of boredom types based on frequency observations of boredom by experience sampling. This work tries to expand our understanding of boredom and replicate these previous findings by applying intensity observations of cross-sectional type for four discrete learning activity emotions: boredom, anxiety, hopelessness, and enjoyment. Latent class analysis based on activity emotion scores from 9863 first-year students of a business and economics program results in seven profiles. Five of these profiles allow a linear ordering from low to high control and value scores (the direct antecedents of emotions), low to high positive, and high to low negative emotions. Two profiles differ from this pattern: one ‘high boredom’ profile and one ‘low boredom’ profile. We next compare antecedent relationships of activity emotions at three different levels: ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Types of boredom and other learning activity emotions: A person-centred investigation of inter-individual data","attachmentId":81661912,"attachmentType":"pdf","work_url":"https://www.academia.edu/72938660/Types_of_boredom_and_other_learning_activity_emotions_A_person_centred_investigation_of_inter_individual_data","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/72938660/Types_of_boredom_and_other_learning_activity_emotions_A_person_centred_investigation_of_inter_individual_data"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="60141018" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/60141018/Causes_of_boredom_The_person_the_situation_or_both">Causes of boredom: The person, the situation, or both?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="87048620" href="https://independent.academia.edu/JohnEastwood3">John Eastwood</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Some theories emphasize the role of the situation, some emphasize the role of the person, and some emphasize the interaction between situation and person in causing boredom. The present study examines these models by determining whether boredom propensity (person) and/or experimental condition (situation) independently or in interaction affected state boredom. The study also examined the relative contribution of behavioural activation and inhibition to state boredom. Boredom propensity and condition significantly and independently predicted state boredom, as did the interaction between behavioural inhibition and condition. Implications are discussed, including the possibility of two distinct causes of boredom.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Causes of boredom: The person, the situation, or both?","attachmentId":73712856,"attachmentType":"pdf","work_url":"https://www.academia.edu/60141018/Causes_of_boredom_The_person_the_situation_or_both","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/60141018/Causes_of_boredom_The_person_the_situation_or_both"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="89496058" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/89496058/Real_time_Boredom_Evaluation_Technique_in_College_Students">Real-time Boredom Evaluation Technique in College Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="243021969" href="https://independent.academia.edu/GarroMenaLeonardo">Garro-Mena, Leonardo</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4527345" href="https://una-cr.academia.edu/RevistaElectr%C3%B3nicaEducare">Revista Electrónica Educare</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revista Electrónica Educare, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">Introduction. Various studies have associated boredom in educational processes with a variety of negative effects. It is believed that boredom is caused by a failure in the environment to fulfill our need for motivation. Many tools (scales) have been developed to measure it. However, these scales are designed to measure global boredom, that is, at the end of the process, not in its stages. The present study seeks to develop a methodology to evaluate the effect of boredom in the stages of a university class to have a tool for the quantitative evaluation of specific activities. Method. This study proposed a boredom measurement scale with a minimally disruptive intervention tool. The data obtained undergo mathematical processing to reduce the effect of subjectivity (perceived level of boredom) on the scale. The proposed methodology was applied to a group of students from the University of Costa Rica. Results. The most important result was the correlation between specific activities in a class and the gradient of boredom. Discussion. The reduction in the variability between students achieved with mathematical processing allows the proposed methodology to be used for the quantitative analysis of the stages of a class based on perceived boredom. This information can be used to design learning processes focused not only on the global process but on each stage of it, which, to the best of our knowledge, is not achieved by any of the commonly used scales.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Real-time Boredom Evaluation Technique in College Students","attachmentId":93292515,"attachmentType":"pdf","work_url":"https://www.academia.edu/89496058/Real_time_Boredom_Evaluation_Technique_in_College_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/89496058/Real_time_Boredom_Evaluation_Technique_in_College_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="4724789" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4724789/A_factor_analytic_study_of_the_Boredom_Proneness_Scale_BPS_">A factor analytic study of the Boredom Proneness Scale (BPS). </a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3478886" href="https://mariatomarchio.academia.edu/PalmiraFaraci">Palmira Faraci</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><p class="ds-related-work--abstract ds2-5-body-sm">Objective: Boredom is an emotion characterized of lack of pleasure and aims. existing data support the validity of the Boredom Proneness scale (BPs) as an index of boredom proneness. the factor structure of the instrument has been widely examined and yielding inconsistent and contradictory results. Aims: What is needed is empirical confirmation of the possibility that the BPs captures several facets of boredom attitude. to this end, the current study examined the factor structure of the scale within a nonclinical sample.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A factor analytic study of the Boredom Proneness Scale (BPS). ","attachmentId":33650201,"attachmentType":"pdf","work_url":"https://www.academia.edu/4724789/A_factor_analytic_study_of_the_Boredom_Proneness_Scale_BPS_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4724789/A_factor_analytic_study_of_the_Boredom_Proneness_Scale_BPS_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="104668442" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/104668442/A_Confirmatory_Approach_to_the_Factor_Structure_of_the_Boredom_Proneness_Scale_Evidence_for_a_Two_Factor_Short_Form">A Confirmatory Approach to the Factor Structure of the Boredom Proneness Scale: Evidence for a Two-Factor Short Form</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="49776491" href="https://uwf.academia.edu/StephenVodanovich">Stephen Vodanovich</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Personality Assessment, 2005</p><p class="ds-related-work--abstract ds2-5-body-sm">We analyzed previous exploratory factor analytic structures on the Boredom Proneness Scale (BPS; Farmer & Sundberg, 1986) using confirmatory factor analysis in structural equation modeling in LISREL 8 (Jöreskog & Sörbom, 1993). These analyses indicated that 2 factors were generally consistent across 6 exploratory models. Items that had significant loadings on these two factors (N = 12; 6 for each factor) indicated a lack of Internal Stimulation and External Stimulation. In further analysis on these 12 items using LISREL, we found a much improved fit and provided support for a short form version of the original BPS. We also found the shortened version to be invariant across gender. We discuss implications for the more precise measurement of boredom proneness and the use of the scale in applied settings. The assessment of boredom has been comparatively neglected in the psychological literature. For instance, it has been common to assume that individuals experience boredom in the performance of repetitive or monotonous activities (e.g., O'Hanlon, 1981) or to assess boredom with single-item measures (e.g., Larson & Richards, 1991; Shaw, Caldwell, & Kleiber, 1996). The former approach does not consider individual, subjective reactions to potentially boring stimuli that has been advocated by many researchers (e.g., DeChenne & Moody, 1988; Geiwitz, 1966; Hill & Perkins, 1985; Mikulas & Vodanovich, 1993), whereas the use of single-item devices lack sufficient reliability and validity. The only complete measure available to assess an individual's propensity to be bored is the Boredom Proneness Scale (BPS; Farmer & Sundberg, 1986). The widely used Boredom Susceptibility Scale is a subscale of the Sensation Seeking Scale that primarily focuses on boredom due to perceived monotony or lack of variety (see Zuckerman, 1979). Other instruments exist that appraise specific types of boredom. That is, two scales have been developed that measure leisure/free-time boredom (Iso-Ahola & Weissinger, 1990; Ragheb & Merydith, 2001), another measures boredom with regard to sexual matters (Watt & Ewing, 1996), two scales assess job-related boredom (Grubb, 1975; Lee, 1986), and one instrument has been designed to evaluate how people cope with boredom (Hamilton, Haier, & Buchsbaum, 1984). The internal consistency of the original true-false form of the BPS has ranged from .</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Confirmatory Approach to the Factor Structure of the Boredom Proneness Scale: Evidence for a Two-Factor Short Form","attachmentId":104335412,"attachmentType":"pdf","work_url":"https://www.academia.edu/104668442/A_Confirmatory_Approach_to_the_Factor_Structure_of_the_Boredom_Proneness_Scale_Evidence_for_a_Two_Factor_Short_Form","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/104668442/A_Confirmatory_Approach_to_the_Factor_Structure_of_the_Boredom_Proneness_Scale_Evidence_for_a_Two_Factor_Short_Form"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":75579056,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":75579056,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_75579056" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="38617605" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38617605/Psychometric_Measures_of_Boredom_A_Review_of_the_Literature">Psychometric Measures of Boredom: A Review of the Literature</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="106200883" href="https://ftu.academia.edu/V%E1%BA%A1nLinh">Vạn Linh</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Psychometric Measures of Boredom: A Review of the Literature","attachmentId":58694220,"attachmentType":"pdf","work_url":"https://www.academia.edu/38617605/Psychometric_Measures_of_Boredom_A_Review_of_the_Literature","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/38617605/Psychometric_Measures_of_Boredom_A_Review_of_the_Literature"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="51105169" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/51105169/Boredom_Begs_to_Differ_Differentiation_From_Other_Negative_Emotions">Boredom Begs to Differ: Differentiation From Other Negative Emotions</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="507879" href="https://limerick.academia.edu/EricRIgou">Eric R. Igou</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Emotion, 2016</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Boredom Begs to Differ: Differentiation From Other Negative Emotions","attachmentId":68952317,"attachmentType":"pdf","work_url":"https://www.academia.edu/51105169/Boredom_Begs_to_Differ_Differentiation_From_Other_Negative_Emotions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/51105169/Boredom_Begs_to_Differ_Differentiation_From_Other_Negative_Emotions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="2" data-entity-id="64701811" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/64701811/Excessive_Boredom_Among_Adolescents_A_Comparison_Between_Low_and_High_Achievers">Excessive Boredom Among Adolescents: A Comparison Between Low and High Achievers</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="50430164" href="https://independent.academia.edu/CorinnaReck">Corinna Reck</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Excessive Boredom Among Adolescents: A Comparison Between Low and High Achievers","attachmentId":76617119,"attachmentType":"pdf","work_url":"https://www.academia.edu/64701811/Excessive_Boredom_Among_Adolescents_A_Comparison_Between_Low_and_High_Achievers","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/64701811/Excessive_Boredom_Among_Adolescents_A_Comparison_Between_Low_and_High_Achievers"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="3" data-entity-id="86562377" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/86562377/Factor_Structure_of_Boredom_in_Iranian_Adolescents">Factor Structure of Boredom in Iranian Adolescents</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="212606692" href="https://independent.academia.edu/AliAsgari42">Ali Asgari</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2011</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Factor Structure of Boredom in Iranian Adolescents","attachmentId":90986534,"attachmentType":"pdf","work_url":"https://www.academia.edu/86562377/Factor_Structure_of_Boredom_in_Iranian_Adolescents","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free 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