University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom

Mehdi  Solhi

doi:10.17323/jle.2021.12256

Мехди Солхи Стамбульский университет Медипол https://orcid.org/0000-0002-0355-9171

DOI: https://doi.org/10.17323/jle.2021.12256

Ключевые слова: показатели скуки, стратегии преодоления скуки, студенты университета

Аннотация

Цель данного исследования заключалась в том, чтобы изучить, как показатели скуки студентов университета (т.е. отстраненность, повышенное возбуждение, пониженное возбуждение, невнимательность и восприятие времени) и их стратегии преодоления скуки (т.е. когнитивный подход, поведенческий подход, когнитивное избегание и поведенческое избегание) в аудитории связаны с полом и годом обучения. В исследовании добровольно приняли участие 186 студентов бакалавриата одного из турецких университетов, специализирующихся на преподавании английского языка на педагогическом факультете. Результаты показали, что участники-мужчины испытывали более высокий уровень скуки, чем женщины, на всех уровнях состояния скуки. Кроме того, женщины были более склонны к использованию когнитивного подхода, в то время как участники мужского пола в большей степени использовали поведенческий подход для преодоления скуки. Во-вторых, участники с разным уровнем академической подготовки набрали разное количество баллов только по показателю отстраненности - измерению скуки в данный момент времени, и по показателю когнитивного подхода - стратегии преодоления скуки. Полученные результаты подчеркивают важность выявления скуки учащихся и, соответственно, определения стратегий, позволяющих снизить скуку в аудитории. Действительно, получив правильное представление о реакции, вызываемой скукой на занятиях, мы сможем определить пути развития этих реакций и тем самым принять необходимые меры для борьбы со скукой учащихся.

Скачивания

Данные скачивания пока не доступны.

Литература

Acee, T. W., Kim, H., Kim, H. J., Kim, J., Chu, H. R., Kim, M.,.Cho, Y., Wicker, F.W., & The Boredome research group. (2010). Academic boredom in under- and over-challenging situations. Contemporary Educational Psychology, 35(1), 17-27. DOI: https://doi.org/10.1016/j.cedpsych.2009.08.002

Ahmed, W., van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in Mathematics: A growth curve analysis. Journal of Educational Psychology, 105(1), 150-161. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1037/a0030160

Altintas, E., Karaca, Y., Moustafa, A., & El Haj, M. (2020). Effect of best possible self intervention on situational motivation and commitment in academic context. Learning and Motivation, 69, 1-7. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1016/j.lmot.2019.101599

Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173(1), 90-96. DOI: https://doi.org/10.1016/j.jad.2014.10.054

Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition (6th edition). Pearson Education, Inc.

Busari, A. O. (2018). Motivation, stress, anxiety and emotions as predictors of academic boredom among degree students of National Teachers' Institute Osogbo, Osun State, Nigeria. World Scientific News, 112, 158-172.

Daniels, L. M., Tze, V. M. C., & Goetz, T. (2015). Examining boredom: Different causes for different coping profiles. Learning and Individual Differences, 37(1), 255-261. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1016/j.lindif.2014.11.004

Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2011). Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales. British Journal of Educational Psychology, 81(3), 421-440. DOI: https://doi.org/10.1348/000709910x526038

Deng, Y., Chang, L., Yang, M., Huo, M., & Zhou, R. (2016). Gender differences in emotional response: Inconsistency between experience and expressivity. PLoS ONE, 11(6), 1-12. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1371/journal.pone.0158666

Eastwood, J. D., Frischen, A., Fenske, M. J., & Smilek, D. (2012). The unengaged mind: Defining boredom in terms of attention. Perspectives on Psychological Science, 7(5), 482-495. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1177/1745691612456044

Eren, A. (2013). Prospective teachers' perceptions of instrumentality, boredom coping strategies, and four aspects of engagement. Teaching Education, 24(3), 302-326. DOI: https://doi.org/10.1080/10476210.2012.724053

Eren, A., & Coskun, H. (2016). Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal of Educational Research, 109(6), 574-588. DOI: https://doi.org/10.1080/00220671.2014.999364

Fahlman, F. S., Mercer-Lynn, K. B., Flora, D. B., & Eastwood, J. D. (2013). Development and validation of the multidimensional state boredom scale. Assessment, 20(1), 68-85. DOI: https://doi.org/10.1177/1073191111421303

Farmer, R., & Sundberg, N. D. (1986). Boredom proneness: The development and correlates of a new scale. Journal of Personality Assessment, 50(1), 4-17. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1207/s15327752jpa5001_2

Fernández-Río, J., Cecchini, J. A., & Méndez-Giménez, A. (2014). Effects of cooperative learning on perceived competence, motivation, social goals, effort and boredom in prospective Primary Education teachers. Journal for the Study of Education and Development, 37(1), 57-89. DOI: https://doi.org/10.1080/02103702.2014.881650

Finkielsztein, M. (2019). Class-related academic boredom among university students: A qualitative research on boredom coping strategies. Journal of Further and Higher Education, 44(8), 1098-1113. DOI: https://doi.org/10.1080/0309877X.2019.1658729

Fischer, A. H., Kret, M. E., & Broekens, J. (2018). Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis. PLoS ONE, 13(1), 1-19. DOI: https://doi.org/10.1371/journal.pone.0190712

Fisher, C. D. (1993). Boredom at work: A neglected concept. Human Relations, 46(3), 395-417. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1177/001872679304600305

Goetz, T., Frenzel, A.C., Hall, N.C., Nett, U., Pekrun, R., & Lipnevich, A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 50, 401-419. DOI: https://doi.org/10.1007/s11031-013-9385-y

Hill, A. B. & Perkins, R. E. (1985). Towards a model of boredom. British Journal of Psychology, 76, 235-240. DOI: https://doi.org/10.1111/j.2044-8295.1985.tb01947.x

Hunter, J. A., Dyer, K. J., Cribbie, R. A., & Eastwood, J. D. (2015). Exploring the utility of the multidimensional state boredom scale. European Journal of Psychological Assessment, 32(3), 241-250. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1027/1015-5759/a000251

Iso-Ahola, S. E., & Weissinger, E. (1987). Leisure and boredom. Journal of Social and Clinical Psychology, 5(3), 356-364. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1521/jscp.1987.5.3.356

Jarvis, S., & Seifert, T. (2002). Work avoidance as a manifestation of hostility, helplessness, and boredom. Alberta Journal of Education Research, 48(2), 174-187.

Le, B. M., & Impett, E. A. (2013). When holding back helps: Suppressing negative emotions during sacrifice feels authentic and is beneficial for highly interdependent people. Psychological Science, 24(9), 1809-1815. https://doi.org/10.1177%2F0956797613475365.

Lerner, R. E., & Grolnick, W. S. (2020). Maternal involvement and children's academic motivation and achievement: The roles of maternal autonomy support and children's affect. Motivation and Emotion, 44, 373-388. DOI: https://doi.org/10.1007/s11031-019-09813-6

Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences, 22(2), 190-201. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1016/j.lindif.2011.04.009

Malkovsky, E., Merrifield, C., Goldberg, Y., & Danckert, J. (2012). Exploring the relationship between boredom and sustained attention. Experimental Brain Research, 221, 59-67. DOI: https://doi.org/10.1007/s00221-012-3147-z

Mann, S., & Robinson, A. (2009). Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, 35(2), 243-258. DOI: https://doi.org/10.1080/01411920802042911

Mikulas, W. L., & Vodanovich, S. J. (1993). The essence of boredom. Psychological Record, 43(1), 3-12.

Muramatsu, K., Tanaka, E., Watanuki, K., & Matsui, T. (2016). Framework to describe constructs of academic emotions using ontological descriptions of statistical models. Research and Practice in Technology Enhanced Learning, 11(5), 1-18. DOI: https://doi.org/10.1186/s41039-016-0029-1

Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored? Students' strategies for coping with boredom. Learning and Individual Differences, 20, 626-638. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1016/j.lindif.2010.09.004

Nett, U. E., Goetz, T., Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36, 49-59. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1016/j.cedpsych.2010.10.003

Neu, J. (1998). Boring from within: Endogenous versus reactive boredom. In W. F. Flack, & J. D. Laird (Eds.), Emotions in Psychopathology: Theory and research (pp. 158-170). Oxford University Press.

Nezlek, J. B., & Kuppens, P. (2008). Regulating positive and negative emotions in daily life. Journal of Personality, 76(3), 561-580. DOI: https://doi.org/10.1111/j.1467-6494.2008.00496.x

Pawlak, M., Zawodniak, J., & Kruk, M. (2020). The neglected emotion of boredom in teaching English to advanced learners. International Journal of Applied Linguistics, 30(3), 497-505. DOI: https://doi.org/10.1111/ijal.12302

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. DOI: https://doi.org/10.1007/s10648-006-9029-9

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549. DOI: https://doi.org/10.1037/A0019243

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1016/j.cedpsych.2010.10.002

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1207/S15326985EP3702_4

Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696-710. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1037/a0036006

Puthran, R., Zhang, M. W., Tam, W. W., & Ho, R. C. (2016). Prevalence of depression amongst medical students: A meta-analysis. Medical Education in Review, 50(4), 456-468. DOI: https://doi.org/10.1111/medu.12962

Raccanello, D., Brondino, M., Moè, A., Stupnisky, R., & Lichtenfeld, S. (2018): Enjoyment, boredom, anxiety in elementary schools in two domains: Relations with achievement. The Journal of Experimental Education, 87(3), 449-469. DOI: https://doi.org/10.1080/00220973.2018.1448747

Respondek, L., Seufert, T., Stupnisky, R., & Nett, U. E. (2017). Perceived academic control and academic emotions predict undergraduate university student success: Examining effects on dropout intention and achievement. Frontiers in Psychology, 8(243), 1-18. DOI: https://doi.org/10.3389/fpsyg.2017.00243

Ruan, Y., Reis, H.T., Zareba, W., & Lane, R. D. (2020). Does suppressing negative emotion impair subsequent emotions? Two experience sampling studies. Motivation and Emotion, 44, 427-435. DOI: https://doi.org/10.1007/s11031-019-09774-w

Russell, R. V. (1996). Pastimes: The context of contemporary leisure. Brown & Benchmark.

Schutz, P. A., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37(2), 125-134. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1207/S15326985EP3702_7

Sharp, J. G., Hemmings, B., Kay, R., Murphy, B., & Elliott, S. (2016). Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences. Journal of Further and Higher Education, 45(5), 657-677. DOI: https://doi.org/10.1080/0309877X.2016.1159292

Sharp, J. G., Sharp, J. C., & Young, E. (2020). Academic boredom, engagement and the achievement of undergraduate students at university: A review and synthesis of relevant literature. Research Papers in Education, 35(2), 144-184. DOI: https://doi.org/10.1080/02671522.2018.1536891

Shehzad, M. W., Ahmed, R., Razzaq, S., Akhtar, A., & Hasan, M. K. (2020). Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners. Indonesian Journal of Applied Linguistics, 10(2), 447-461. DOI: https://doi.org/10.17509/ijal.v10i2.28616

Shields, S. A. (2013). Gender and emotion: What we think we know, what we need to know, and why it matters. Psychology of Women Quarterly, 37(4), 423-435. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1177/0361684313502312

Sundberg, N. D., Latkin, C. A., Farmer, R. F., & Saoud, J. (1991). Boredom in young adults: Gender and cultural comparisons. Journal of Cross-Cultural Psychology, 22(2), 209-223. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1177/0022022191222003

Tze, V. M. C. (2011). Investigating academic boredom in Canadian and Chinese students [Unpublished master's thesis]. The University of Alberta.

Tze, V. M. C., Daniels, L. M., & Klassen, R. M. (2015). Evaluating the relationship between boredom and academic outcomes: A meta-analysis. Educational Psychology Review, 28(1), 119-144. https://psycnet.apa.org/doi/-y. DOI: https://doi.org/10.1007/s10648-015-9301

Tze, V. M. C., Klassen, R. M., & Daniels, L. M. (2014). Patterns of boredom and its relationship with perceived autonomy support and engagement. Contemporary Educational Psychology, 39(3), 175-187. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1016/j.cedpsych.2014.05.001

Vodanovich, S. J., & Kass, S. J. (1990). A factor analytic study of the boredom proneness scale. Journal of Personality Assessment, 55(1), 115-123. https://psycnet.apa.org/doi/&2_11. DOI: https://doi.org/10.1207/s15327752jpa5501

Vodanovich, S. J., Kass, S. J., Andrasik, F., Gerber, W. D., Niederberger, U., & Breaux, C. (2011). Culture and gender differences in boredom proneness. North American Journal of Psychology, 13(2), 221-230.

Vodanovich, S. J., Verner, K. M., & Gilbride, T. V. (1991). Boredom proneness: Its relationship between positive and negative affect. Psychological Reports, 69(3), 1139-1146. DOI: https://doi.org/10.2466/pr0.1991.69.3f.1139

Von Gemmingen, M. J., Sullivan, B. F., & Pomerantz, A. M. (2003). Investigating the relationships between boredom proneness, paranoia, and self-consciousness. Personality & Individual Differences, 34(6), 907-919. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1016/S0191-8869(01)00219-7

Wang, N., Wilhite, S. C., Wyatt, J., Young, T., & Bloemker, G. (2012). Impact of a college freshman social and emotional learning curriculum on student learning outcomes: An exploratory study. Journal of University Teaching & Learning Practice, 9(2), 1-20.

Wegner, L., Flisher, A.J., Chikobvu, P., Lombard, C., & King, G. (2008). Leisure boredom and high school dropout in Cape Town, South Africa. Journal of Adolescence, 31, 421-431. DOI: https://doi.org/10.1016/j.adolescence.2007.09.004

Wood, J. V., Heimpel, S. A., & Michela, J. L. (2003). Savoring versus dampening: Self-esteem differences in regulating positive affect. Journal of Personality and Social Psychology, 85(3), 566-580. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1037/0022-3514.85.3.566

Wyatt, J. B., & Bloemker, G. A. (2013). Social and emotional learning in a freshman seminar. Higher Education Studies, 3(1), 106-114. DOI: https://doi.org/10.5539/hes.v3n1p106

Yeung, D. Y., & Fung, H. H. (2012). Impacts of suppression on emotional responses and performance outcomes: An experience-sampling study in younger and older workers. Journals of Gerontology. Series B, Psychological Sciences and Social Sciences, 67(6), 666-676. DOI: https://doi.org/10.1093/geronb/gbr159

Yule, G. (2014). The study of language (5th ed.). Cambridge University Press.

Zhou, M., & Kam, C. C. S. (2017). Trait procrastination, self-efficacy and achievement goals: The mediation role of boredom coping strategies. Educational Psychology, 37(7), 854-872. https://psycnet.apa.org/doi/. DOI: https://doi.org/10.1080/01443410.2017.1293801