Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video

Parker, Patti C.; Tze, Virginia M. C.; Daniels, Lia M.; Sukovieff, Alyse

doi:10.3390/ijerph182111712

Cited by 5 publications

(7 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the association between autonomy constraining environments and boredom, this topic is especially important to address on college campuses. A recent study found a psychoeducational brief video was effective in teaching college students about boredom [ 33 ]. One practical implication of the current study is the understanding that some types of students are more prone to experiencing boredom.…”

Section: Discussionmentioning

confidence: 99%

Difficulties with Emotion Regulation during COVID-19 and Associations with Boredom in College Students

Weybright

Doering

Perone

2022

Behavioral Sciences

View full text Add to dashboard Cite

COVID-19 related restrictions resulted in a significant lifestyle change for many young adults in the United States. Although boredom and emotional self-regulation are clearly connected in empirical research, the question remains of what this association looks like in unique circumstances, such as early in COVID-19 pandemic at the height of restrictions. The purpose of the current study is to identify the association between boredom proneness and emotion regulation in college students during the COVID-19 pandemic. College students who completed a Boredom Coping Survey between October and December 2019 (n = 481) were recruited for a follow-up COVID-19 Boredom Survey in April 2020. Data from this sub-sample (n = 58) were used in a hierarchical regression predicting the role of boredom proneness on COVID-19 pandemic emotion regulation difficulties while controlling for age, sex, and COVID-19 related lifestyle changes. Findings indicated higher levels of emotion regulation difficulties were associated with higher levels of boredom proneness above and beyond demographic variables and COVID-19 lifestyle changes. Results are in line with prior theory and research on the importance of the environment or situational factors to the experience of boredom.

show abstract

Section: Discussionmentioning

confidence: 99%

Difficulties with Emotion Regulation during COVID-19 and Associations with Boredom in College Students

Weybright

Doering

Perone

2022

Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…Giving specific recommendations in this direction is beyond the scope of this article, as much more research is needed to understand the properties of an effective boredom intervention in a sporting context and to establish the degree to which such an intervention is necessary. More generally, there are also relatively few studies targeting boredom interventions in other contexts (for an example of an evaluation of a boredom intervention in the academic context, see Parker et al, 2021; for other examples of boredom-focused interventions, see Caldwell’s TimeWise and the culturally adapted version, HealthWise, Caldwell, Baldwin, et al, 2004; Caldwell, Smith, et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

Bored of sports? Investigating the interactive role of engagement and value as predictors of boredom in athletic training.

Martarelli¹,

Berthouzoz²,

Bieleke³

et al. 2023

Sport, Exercise, and Performance Psychology

View full text Add to dashboard Cite

Recent research has identified boredom as a guiding signal in goal-directed behavior. As boredom activates a search for more valuable activities, it can consequently challenge goal-directed behavior; this is also expected to be the case in the sporting context. Here, we examined the experience of boredom in athletic training for a competition among 153 athletes with a cross-sectional questionnaire. We developed the questionnaire based on theoretical approaches to boredom. Specifically, we considered two core triggers of boredom (i.e., the ability to remain engaged with the training and the value that athletes ascribe to the training). We found that the positive relationship between the difficulty of engagement in athletic training and the experience of boredom was moderated by the value ascribed to the training. In other words, it seems that the value ascribed to the training can play a protective role, in that high levels of value nullify the positive relationship between difficulty of engagement and boredom experienced in sports. Future research is needed to better understand the antecedents and consequences of boredom experiences in specific sporting contexts, which could be achieved, for example, by differentiating between individual and collective activities or competitions and training situations.

show abstract

“…Giving specific recommendations in this direction is beyond the scope of this paper, as much more research is needed to understand the properties of an effective boredom intervention in a sporting context and to establish the degree to which such an intervention is necessary. More generally, there are also relatively few studies targeting boredom interventions in other contexts (for an example of an evaluation of a boredom intervention in the academic context, see Parker et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Bored of sports? Investigating the interactive role of engagement and value as predictors of boredom in athletic training

Martarelli¹,

Berthouzoz²,

Bieleke³

et al. 2022

Preprint

View full text Add to dashboard Cite

Recent research has brought up boredom as guiding signal in goal-directed behavior. Boredom activates a search for more valuable activities, consequently, boredom can challenge goal-directed behavior, also in the sporting context. Here, we examined experienced boredom in athletic training for a competition in 153 athletes with a cross-sectional questionnaire. We developed the questionnaire based on theoretical approaches of boredom. Specifically, we considered two core triggers of boredom, i.e., the ability to remain engaged with the training and the value that athletes ascribe to the training. We found that the positive relationship between difficulty of engagement in athletic training and the experience of boredom is moderated by the value ascribed to the training. In other words, the value ascribed to the training plays a protecting role in that high levels of value nullify the positive relationship between difficulty of engagement and experienced boredom in sports. Future research is needed to better understand antecedents and consequences of boredom experiences in specific sporting contexts, for example differentiating individual vs. collective activities, or competition vs. training situations.

show abstract

Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video

Cited by 5 publications

References 51 publications

Difficulties with Emotion Regulation during COVID-19 and Associations with Boredom in College Students

Difficulties with Emotion Regulation during COVID-19 and Associations with Boredom in College Students

Bored of sports? Investigating the interactive role of engagement and value as predictors of boredom in athletic training.

Bored of sports? Investigating the interactive role of engagement and value as predictors of boredom in athletic training

Contact Info

Product

Resources

About