Boredom
Overview
- Influence: Boredom
- Domain: Student
- Sub-Domain: Emotions
- Potential to Accelerate Student Achievement: Likely to have a negative impact
- Influence Definition: Boredom relates to under-stimulation or a deficit in attention—often the result of a student's belief in the irrelevance of the subject at hand. When surveyed, however, students often cite proximate causes of boredom (such as an over-use of PowerPoint slides; tasks of low challenge; or when asked to remain passive and listen to others, especially, the talk and talk). Students often cope with boredom by daydreaming, texting, or turning to social media.
Evidence
- Number of meta-analyses: 4
- Number of studies: 89
- Number of students: 48,643
- Number of effects: 139
- Weighted mean effect size: -0.46
- Robustness index: 3
Meta-Analyses
| Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
|---|---|---|---|---|---|---|---|---|---|
| Educational Psychology Review | Tze, Daniels, & Klassen | Canada | Evaluating the relationship between boredom and academic outcomes: a meta-analysis | 2016 | Boredom on achievement | 29 | 19,052 | 29 | -0.49 |
| Learning and Instruction | Loderer, Pekrun, & Lester | Germany | Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. | 2020 | Boredom | 8 | 1,181 | 14 | -0.43 |
| Conference paper | Trimble, Patall, & Steingut | USA | Exploring the Boundary Conditions of the Harmful Associations Between Academic Boredom, Performance, and Effort: A Meta-Analysis and a Primary Study. | 2007 | Boredom on achievement | 27 | 0 | 30 | -0.45 |
| Educational Psychology Review | Camacho-Morles, Slemp, Pekrun, Loderer, Hou, & Oades | Australia | Activity achievement emotions and academic performance: A meta-analysis. | 2021 | Frustration | 25 | 28,410 | 66 | -0.45 |
| TOTAL/AVERAGE | 89 | 48,643 | 139 | -0.45 | |||||