Article ID Journal Published Year Pages File Type
352750 Contemporary Educational Psychology 2011 11 Pages PDF
Abstract

The present study explored students’ use of boredom-related coping strategies at trait and state levels. Two trait-based dimensions of coping relevant to boredom were considered, namely approach – versus avoidance-oriented and cognitively – versus behaviorally-oriented coping strategies. The two dimensions were assessed in a self-report questionnaire administered to 537 grade 11 students (55.3% female, Mage = 17.15 years). Additionally, 79 of these participants completed state-based boredom-related coping measures over a 2-week period using an experience sampling method. Analyses of the trait measures suggested that two contrasting, broad approaches characterized participants’ strategies for coping with boredom, namely a cognitive-approach orientation and a behavioral-avoidance orientation. In both the trait- and state-based analyses, the cognitive-approach orientation was associated with lower levels of boredom. Implications for interventions promoting the use of cognitive-approach strategies for dealing with boredom in the classroom are discussed.

Research highlights► Students’ use of boredom-related coping strategies at trait and state levels. ► Two dimensions of coping: approach versus avoidance and cognitive versus behavioral. ► Questionnaires and state-measures using the experience sampling method were assessed. ► Two contrasting approaches characterized participants’ coping with boredom. ► Cognitive-approach orientation was associated with lower levels of boredom.

Related Topics
Social Sciences and Humanities Psychology Applied Psychology
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