Bored to Be Wild
How Boredom Is Related to Pre-Service Teachers’ Intention to Persist in Their Studies
Bibliographic Data
| ID | 15470208 |
|---|---|
| Authors | Catherine Audrin (0000-0003-2905-6000, University of Lausanne, corresponding author), Marine Hascoët (0000-0001-5234-8410, University of Lausanne) |
| Year | 2021 |
| Volume | 18 |
| Issue | 9 |
| Pages | 4452-4452 |
| Publication date | 2021-04-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph18094452 |
| PMID | 33922225 |
| OpenAlex | W3153608787 |
| Language | EN |
| Citations received | 3 |
| References cited | 51 |
Boredom is an emotion that often arises in an educational context. Past research suggests that boredom depends on specific cognitive appraisals, such as how people can control the task and how much they value it. Research further suggests that boredom is related to negative academic outcomes such as lower grades and a higher risk of dropping out. Here, we tested a mediation model on 324 pre-service teachers during the first lockdown of 2020 in Switzerland to assess (1) how control and value predicted boredom, and (2) how boredom was related to the intention to persist at university. We hypothesized that (1) the more participants felt lacking in control and low in value, the higher their boredom and (2) the more intense their boredom, the lower their intention to persist. We further hypothesized that both control and value would be positively related to the intention to persist, and this link may be mediated by boredom. Our results provide partial support for our mediation model as we found a significant indirect link between control and intention to persist through boredom. More specifically, the more participants lost control over their studies, the more they felt bored, which in turn was negatively related to their intention to persist
Boredom · Context (archaeology · Control (management · Mediation · Sociology · Value (mathematics · Computer Science · COVID-19 and Mental Health · Mind wandering and attention · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology
Emotion And Adaptation
A review of online course dropout research
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Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time
The relationship between perceived stress and emotional distress during the Covid-19 outbreak
Evaluating the Relationship Between Boredom and Academic Outcomes
Correlates and Characteristics of Boredom Proneness and Boredom 1
On boredom
Appraisal Considered as a Process of Multilevel Sequential Checking
A Social-Cognitive, Control-Value Theory of Achievement Emotions
Boredom in achievement settings
On the Function of Boredom
The Control-Value Theory of Achievement Emotions
Academic Emotions in Students' Self-Regulated Learning and Achievement
Fit indices in covariance structure modeling
The Control-Value Theory of Achievement Emotions
Leaving College
Too bored to bother? Boredom as a potential threat to the efficacy of pandemic containment measures
Engagement and affection of pre-service teachers in online learning in the context of Covid 19
High Boredom Proneness and Low Trait Self-Control Impair Adherence to Social Distancing Guidelines during the Covid-19 Pandemic
Boredom as a seeking state
Exploring the antecedents of boredom
Partial, conditional, and moderated moderated mediation
Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence
Boredom begets boredom
Testing the predictors of boredom at school
Positive academic emotions moderate the relationship between self-regulation and academic achievement
Alternative Ways of Assessing Model Fit
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |