Class-related academic boredom among university students: a qualitative research on boredom coping strategies

Finkielsztein, Mariusz

doi:10.1080/0309877x.2019.1658729

Cited by 30 publications

(20 citation statements)

References 39 publications

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“…(Eren & Coskun, 2016). The findings of the past studies found a positive and substantial association between boredom and boredom coping strategies (Eren, 2016;Finkielsztein, 2019;Nett et al, 2011, Shehzad, M. W., Albesher, K. B., Sarfraz, S., & Razzaq, S. (2021. Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context.…”

Section: Introductionmentioning

confidence: 98%

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

Shehzad

Albesher

Sarfraz

et al. 2021

JLE

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Researchers paid ample attention to an important variable called boredom in numerous contexts; however, limited research exists regarding the association of boredom with listening comprehension performance in EFL settings. Thus, the current study aims to establish the association between listening boredom and listening comprehension performance by deploying listening boredom coping strategies as a mediating construct. A quantitative research approach, and a cross-sectional and correlational research design was used to conduct this study. A listening comprehension test and questionnaires were used to gather the data from 313 Saudi EFL learners. Results directed that there exists a negative yet significant association between listening boredom and listening comprehension performance. In addition, listening boredom showed a positive and significant association with all of the four listening boredom coping strategies. Furthermore, three out of four listening boredom coping strategies (i.e., behavioral, cognitive, and behavioral avoidance) showed a positive and significant association with listening performance; however, cognitive avoidance strategies showed a significant yet negative association with listening comprehension performance. Lastly, results regarding mediation indicated that listening boredom coping strategies mediated the relationship between listening boredom and listening comprehension performance. Based on the results, various recommendations were presented to EFL learners, instructors, and policymakers.

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Section: Introductionmentioning

confidence: 98%

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

Shehzad

Albesher

Sarfraz

et al. 2021

JLE

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show abstract

“…to reduce boredom while performing learning activities (Eren & Coskun, 2016). Previous studies exhibited a significant and positive connection among boredom and boredom coping strategies (Eren, 2016;Finkielsztein, 2019;Nett, Goetz, & Hall, 2011). Moreover, in a recent study, boredom coping strategies was employed as a mediator in determining the connection between boredom and mathematics accomplishment (Eren & Coskun, 2016).…”

Section: Introductionmentioning

confidence: 99%

Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners

Shehzad

Ahmed

Razzaq

et al. 2020

Indonesian J. Appl. Linguist.

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Boredom is a well-researched concept in various contexts; nonetheless, there is scarceness of research related to the relationship of boredom with reading comprehension performance in EFL context. Therefore, this study intends to determine the connection between reading boredom and reading comprehension performance by employing reading boredom coping strategies as a mediator. A quantitative research approach, and a cross-sectional and correlational research design was employed to conduct this study. Questionnaires and a reading comprehension test were used to collect data from 306 Saudi EFL students. Findings indicated that reading boredom showed a significant but negative relationship with reading comprehension performance. Also, reading boredom was positively and significantly related to reading boredom coping strategies. Moreover, reading boredom coping strategies showed a positive and significant relationship with reading comprehension performance. Lastly, findings indicated that reading boredom coping strategies mediated the association between reading boredom and reading comprehension performance. On the basis of aforementioned findings, numerous recommendations for EFL students, teachers, and policymakers were offered.

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“…The authors concluded by emphasising the importance of embedding emotional considerations into the design of all new teaching and learning environments in Higher Education. Inspired by the work of Mann and Robinson (2009), but in a broader and more mixed-methods investigation of 179 final year Education Studies students at a single university in the UK with an earlier ABSI iteration, Sharp et al (2019) also reported that almost all of the participants involved displayed some propensity towards academic boredom with lower levels of engagement reported in traditional lectures than in other forms of course delivery as anticipated (see also Sharp et al 2017Sharp et al , 2018Finkielsztein 2019;Tibubos, Rohrmann, and Ringeisen 2019). While positively predicting the adoption of surface ways of working over others, higher levels of academic boredom were also associated with a reduction in organised effort and a less favourable course experience.…”

Section: Academic Boredom and Student Engagementmentioning

confidence: 94%

The Academic Boredom Survey Instrument (ABSI): a measure of trait, state and other characteristic attributes for the exploratory study of student engagement

Sharp

Zhu

Matos

et al. 2021

Journal of Further and Higher Education

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In this article, we present details of a new Academic Boredom Survey Instrument (ABSI) incorporating different measures of academic boredom's trait, state and other characteristic attributes for the exploratory study of student engagement in Higher Education (HE). Developed from a review of international research literature and our own empirical work in the field, validation of the ABSI proceeded in detail from a sample of 408 undergraduates enrolled on 16 arts, humanities and science degree programmes at two universities and two further education colleges in the UK. In terms of the ABSI's embedded trait and state questionnaires alone, Exploratory and Confirmatory Factor Analysis resulted in the establishment of three scales, with associated subscales, for general use (boredom proneness and class-and study-related boredom). Together with other characteristic attributes (e.g. sites and triggers, boredom frequency, feelings, coping strategies and revision and assignment boredom), additional data obtained from a modified version of the Shortened Experiences of Teaching and Learning Questionnaire (SETLQ) and course grades from student records, correlation and cluster analysis contributed further in terms of determining the robustness and value of the ABSI as an exploratory tool, as well as highlighting the predictive and diagnostic potential afforded when using complementary research instruments in combination. Offering availability for interdisciplinary use and critical comment across the UK HE sector as a whole, the ABSI has particular relevance in terms of designing and delivering courses, the professional development of staff, student profiling and the provision of student support.

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Class-related academic boredom among university students: a qualitative research on boredom coping strategies

Cited by 30 publications

References 39 publications

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners

The Academic Boredom Survey Instrument (ABSI): a measure of trait, state and other characteristic attributes for the exploratory study of student engagement

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