Academic boredom in under- and over-challenging situations

被引:139
作者
Acee, Taylor W. [1 ]
Kim, Hyunjin [2 ]
Kim, Hyunjin J. [2 ]
Kim, Jung-In [3 ]
Chu, Hsiang-Ning R. [2 ]
Kim, Myoungsook [2 ]
Cho, YoonJung [2 ]
Wicker, Frank W. [2 ]
机构
[1] Texas State Univ San Marcos, Dept Curriculum & Instruct, San Marcos, TX 78666 USA
[2] Univ Texas Austin, Dept Educ Psychol, Austin, TX 78712 USA
[3] Univ Colorado, Div Educ Psychol, Denver, CO 80217 USA
关键词
Academic boredom; Academic emotions; Assessment; Scale validation; Factor analysis; Task-focused boredom; Self-focused boredom; Under-challenging academic tasks; Over-challenging academic tasks; College students; PRONENESS; EMOTIONS; ACHIEVEMENT; PERSONALITY; INVOLVEMENT; VALIDATION; MOMENTARY; RATINGS;
D O I
10.1016/j.cedpsych.2009.08.002
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
This project explored students' perceptions of academic boredom in under- and over-challenging situations with the hypothesis that boredom is a multidimensional and situation-dependent construct. In Study 1, college students were asked to think of an under- and over-challenging situation and for each situation complete the 36-item Academic Boredom Scale (ABS-36). Study 2 was a replication of Study 1 but also included Pekrun, Goetz, and Perry's (2005) Academic Emotions Questionnaire (AEQ). CFA results from both studies suggested one general boredom factor in situations students recalled as being under-challenging but two boredom factors in situations students remembered as being over-challenging. Task-focused boredom was characterized by the tediousness and meaninglessness of a task, whereas self-focused boredom was characterized by feeling dissatisfied and frustrated. A 10-item Academic Boredom Scale (ABS-10) was derived and strong reliability and validity coefficients were obtained. This research helps to provide a clearer picture of different meanings students might have in mind when they say they are bored. (C) 2009 Elsevier Inc. All rights reserved.
引用
收藏
页码:17 / 27
页数:11
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