Mindfulness predicts academic diligence in the face of boredom

Galla, Brian M.; Esposito, Michael V.; Fiore, Hannah M.

doi:10.1016/j.lindif.2020.101864

Cited by 18 publications

(13 citation statements)

References 47 publications

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“…As mindfulness prevents athletes from connecting their self-worth with failure (Ryan & Brown, 2003), those high in trait mindfulness could be more resistant to the detrimental effect of performance climate than those low in trait mindfulness. At the same time, because mindfulness helps individuals focus on their own skills and learning process (Galla et al, 2020), those high in trait mindfulness could be more appreciated and responsive to mastery climate than those low in trait mindfulness in coping with stress and failure in training and competitions. Trait mindfulness could therefore play a role in shaping the joint effect of the two climates on athletes’ emotional and physical exhaustion or well-being, which can be examined in future studies.…”

Section: Discussionmentioning

confidence: 99%

The differential interaction effect of mastery and performance climate on athletes’ emotional and physical exhaustion: The role of athletes’ gratitude.

Chen¹,

Wu²,

Ni³

et al. 2021

Sport, Exercise, and Performance Psychology

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Section: Discussionmentioning

confidence: 99%

The differential interaction effect of mastery and performance climate on athletes’ emotional and physical exhaustion: The role of athletes’ gratitude.

Chen¹,

Wu²,

Ni³

et al. 2021

Sport, Exercise, and Performance Psychology

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“…The opposite of avoiding boredom is enduring it. Boredom tolerance is conceptualised as a response to the onset of boredom, entailing withstanding the experience rather than avoiding it (Galla et al, 2020). Extending this notion, we propose that boredom intolerance is-not only a response towards the actual experience of boredom-but a broader mindset wherein people are averse to the possibility of feeling bored.…”

Section: Intolerance Of Boredommentioning

confidence: 90%

Fast-forward to boredom: How switching behaviour on digital media makes people more bored

Tam,

Inzlicht

2023

Preprint

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Boredom is unpleasant, with people going to great lengths to avoid it. One way to escape boredom and increase stimulation is to consume digital media, for example watching short videos on YouTube or TikTok. One common way that people watch these videos is to switch between videos and fast-forward through them when they come across content that is not of immediate interest, a form of viewing we call digital switching. Here, we hypothesize that people consume media this way because they have little tolerance for boredom and try to avoid it. We further hypothesize that this boredom intolerance paradoxically increases boredom, at least in the context of digital switching. Across five experiments (four pre-registered, total N = 874), we found a bidirectional, causal relationship between boredom and digital switching. When participants were bored, they switched (Study 1); and they believed that switching would help them avoid boredom (Study 2). Switching, however led not to less boredom, but more boredom (Studies 3 and 4); it also reduced satisfaction, lowered attentional engagement, and lowered meaning. Examining switching in the context of reading (Study 5) yielded mixed results, however. Our findings suggest that when people try to avoid boredom, they sometimes unknowingly take actions that intensify it. When watching videos, enjoyment comes from immersing oneself in the videos rather than swiping through them.

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“…Similar to the study of Galla et al (2020), five items of Mindful Attention Awareness Scale-Adolescents (Brown et al , 2011) relevant to the context of the study were selected to measure mindfulness of students. Sample items include (1) “ I find myself doing things without paying attention ” and (2) “ I find it difficult to stay focused on what is happening in the present ”.…”

Section: Methodsmentioning

confidence: 99%

Predicting students' engagement from hope and mindfulness

Azila-Gbettor¹,

Mensah²,

Atatsi³

et al. 2021

JARHE

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PurposeThe study examines a mediated mechanism for enhancing students' engagement i.e. peer, intellectual and academic engagement within a higher education setup via the interaction of hope and mindfulness.Design/methodology/approachData were conveniently collected using self-reported questionnaires from a sample of 542 students. PLSc-SEM was used to test the stated hypotheses.FindingsResults from the analysis showed hope and mindfulness positively predict student academic, peer and intellectual engagements. Furthermore, mindfulness positively mediates the effect of hope on academic, peer and intellectual engagements.Practical implicationsThis study demonstrates that management of higher institutions must develop effective and efficient policies targeted at enhancing students' hope and mindful awareness.Originality/valueThis paper is the first to examine a model involving mindfulness, hope and peer, intellectual and academic engagement.

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Mindfulness predicts academic diligence in the face of boredom

Cited by 18 publications

References 47 publications

The differential interaction effect of mastery and performance climate on athletes’ emotional and physical exhaustion: The role of athletes’ gratitude.

The differential interaction effect of mastery and performance climate on athletes’ emotional and physical exhaustion: The role of athletes’ gratitude.

Fast-forward to boredom: How switching behaviour on digital media makes people more bored

Predicting students' engagement from hope and mindfulness

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