The Effects of Boredom, Loneliness, and Distress Tolerance on Problem Internet Use Among University Students

Skues, Jason; Williams, Ben; Oldmeadow, Julian A.; Wise, Lisa

doi:10.1007/s11469-015-9568-8

Cited by 89 publications

(86 citation statements)

References 57 publications

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“…In addition, boredom was a major motive among patients diagnosed with IUD. In a sample of university students, Skues, Williams, Oldmeadow, and Wise ( 2016 ) identified boredom proneness as a predictor of PIU. Furthermore, loneliness was both associated with boredom and PIU but was not a significant predictor in the model.…”

Section: Discussionmentioning

confidence: 99%

Comorbidity of Internet use disorder and attention deficit hyperactivity disorder: Two adult case–control studies

Bielefeld

Drews²,

Putzig

et al. 2017

J Behav Addict

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ObjectivesThere is good scientific evidence that attention deficit hyperactivity disorder (ADHD) is both a predictor and a comorbidity of addictive disorders in adulthood. These associations not only focus on substance-related addictions but also on behavioral addictions like gambling disorder and Internet use disorder (IUD). For IUD, systematic reviews have identified ADHD as one of the most prevalent comorbidities besides depressive and anxiety disorders. Yet, there is a need to further understand the connections between both disorders to derive implications for specific treatment and prevention. This is especially the case in adult clinical populations where little is known about these relations so far. This study was meant to further investigate this issue in more detail based on the general hypothesis that there is a decisive intersection of psychopathology and etiology between IUD and ADHD.MethodsTwo case–control samples were examined at a university hospital. Adult ADHD and IUD patients ran through a comprehensive clinical and psychometrical workup.ResultsWe found support for the hypothesis that ADHD and IUD share psychopathological features. Among patients of each group, we found substantial prevalence rates of a comorbid ADHD in IUD and vice versa. Furthermore, ADHD symptoms were positively associated with media use times and symptoms of Internet addiction in both samples.DiscussionClinical practitioners should be aware of the close relationships between the two disorders both diagnostically and therapeutically. When it comes to regain control over one’s Internet use throughout treatment and rehabilitation, a potential shift of addiction must be kept in mind on side of practitioners and patients.

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Section: Discussionmentioning

confidence: 99%

Comorbidity of Internet use disorder and attention deficit hyperactivity disorder: Two adult case–control studies

Bielefeld

Drews²,

Putzig

et al. 2017

J Behav Addict

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“…Therefore, the perception of boredom can be said to be closely related to internet addiction. (Li, O'Brien, Snyder & Howard, 2015;Skues, Williams, Oldmeadow & Wise, 2016).…”

Section: Leisure Boredommentioning

confidence: 99%

Internet Addiction: Relationship with Perceived Freedom in Leisure, Perception of Boredom and Sensation Seeking

Kara¹

2019

HES

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This study aimed to examine the university student’s internet addiction, perceived freedom in leisure, leisure boredom, and sensation seeking level with regard to gender and physical activity participation, and to investigate the relationship between internet addiction, perceived freedom in leisure, leisure boredom and sensation seeking. The participants who were chosen using a convenience sampling method filled the “Short Form of Young’s Internet Addiction Test” (YIAT-SF), Perceived Freedom in Leisure Scale (PFLS), “Leisure Boredom Scale (LBS), and “Sensation Seeking Scale” (SSS). T-test, MANOVA, ANOVA and correlation analysis were used to analyze the data. T-test results indicated there were no significant differences in the mean scores of “YIAT-SF” with respect to gender (p> 0.05). However, analysis revealed significant differences in the mean scores of “YIAT-SF” with regard to not regularly physical activity participation. There were significant differences in the mean scores of “PFLS” in favor of men participants and regularly physical activity participants (p<0.05). Gender and regularly physical activity participation were significant of "LBS” (p<0.01) in favor of women participants (p<0.05). Similarly, gender were significant of “SSS” (p<0.01) on the all sub-dimensions in favor of men participants (p<0.05). However, there were no significant differences in the mean scores of regularly physical activity participation.

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“…It might even be simply shrugged off as a minor irritation by others. Increasingly associated with loneliness and withdrawal, anxiety and depression, irritability and agitation, drug and alcohol abuse, self-harm, over-eating, internet addiction and dropping out (Todman, 2003;Vodanovich, 2003b;Goldberg et al, 2011;Malkovsky et al, 2012;Moynihan et al, 2015;Skues et al, 2016;Respondek et al, 2017), however, academic boredom is a largely negative and disabling achievement-related emotion known to play a more critical role among students at university than previously thought (Pekrun and Stevens, 2010). With between 26% and 59% of students admitting to being frequently bored in lectures alone (Harris, 2000;Mann and Robinson, 2009;Tze et al, 2016), the cumulative effects of academic boredom are far from trivial and not to be underestimated .…”

Section: Introduction and Purposementioning

confidence: 99%

Academic boredom and the perceived course experiences of final year Education Studies students at university

Sharp

Hemmings

Kay

et al. 2017

Journal of Further and Higher Education

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This work explores the relationships between academic boredom and the perceived course experiences of 179 final year Education Studies students attending a single university in England. Adopting a mixed-methods design, with data collection employing a combination of questionnaires and individual research interviews, findings suggest that all participants exhibited some measurable disposition towards academic boredom with traditional lectures and work leading to the completion of assignments the main sites and triggers for the actual onset of academic boredom itself. Amid overwhelmingly encouraging responses from course expectations to course demands, reflecting the successful promotion of deep ways of working, as well as a clear sense of satisfaction with their teaching and learning environment overall, cluster analysis reveals the presence of five structurally related groups of students with profiles which help identify those typically more engaged and effective learners from others. Path analysis reveals a series of complex inter-connections with academic boredom emerging as a strong and direct predictor of surface ways and organised effort as well as contributing indirectly towards degree outcome as a whole. The implications for boredom mitigation are considered.

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The Effects of Boredom, Loneliness, and Distress Tolerance on Problem Internet Use Among University Students

Cited by 89 publications

References 57 publications

Comorbidity of Internet use disorder and attention deficit hyperactivity disorder: Two adult case–control studies

Comorbidity of Internet use disorder and attention deficit hyperactivity disorder: Two adult case–control studies

Internet Addiction: Relationship with Perceived Freedom in Leisure, Perception of Boredom and Sensation Seeking

Academic boredom and the perceived course experiences of final year Education Studies students at university

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