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.

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
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	Boredom on achievement	25	28,410	66	-0.45
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 on achievement	8	1,181	14	-0.43
Conference paper	Stempfer, Goetz, Voracek, van Tilburg, Tran, & Pekrun	Austria	Boredom and performance in education: A multilevel meta-analysis.	2023	Boredom on achievement	149	71,912	1,085	-0.47
TOTAL/AVERAGE						238	120,555	1,224	-0.46