University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom

This study sought to examine how university students' state boredom dimensions (i.e., disengagement, high arousal, low arousal, inattention, and time perception) and their boredom coping strategies (i.e., cognitive approach, behavioral approach, cognitive avoidance, and behavioral avoidance) in...

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Autor principal:	Mehdi Solhi
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	state boredom dimensions boredom coping strategies university students Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.12256 https://doaj.org/article/c9180839f39b4bd0a413c2e1ad04b707
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spelling	oai:doaj.org-article:c9180839f39b4bd0a413c2e1ad04b7072021-11-13T09:19:56ZUniversity Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredomhttps://doi.org/10.17323/jle.2021.122562411-7390https://doaj.org/article/c9180839f39b4bd0a413c2e1ad04b7072021-06-01T00:00:00Zhttps://jle.hse.ru/article/view/12256/12912https://doaj.org/toc/2411-7390This study sought to examine how university students' state boredom dimensions (i.e., disengagement, high arousal, low arousal, inattention, and time perception) and their boredom coping strategies (i.e., cognitive approach, behavioral approach, cognitive avoidance, and behavioral avoidance) in the classroom are mediated in relation to gender and academic year. A total of 186 undergraduate students from a Turkish university, majoring in English language teaching in the faculty of education voluntarily participated in the study. The results indicated that the male participants experienced higher levels of boredom than the females in all levels of the state boredom. Additionally, the females had more inclination to use cognitive approach, while the male participants exhibited more behavioral approach to cope with boredom. Secondly, the participants with different academic levels only scored differently in disengagement, a state boredom dimension, and in cognitive approach, a boredom coping strategy. The findings highlight the significance of identifying student boredom and thereby specifying strategies to relieve their boredom in the classroom. Indeed, by gaining a proper understanding of the reactions triggered by boredom in classes, we would be able to spot the developmental paths of these reactions and thereby adopt the necessary measures to deal with student boredom.Mehdi SolhiNational Research University Higher School of Economicsarticlestate boredom dimensionsboredom coping strategiesuniversity studentsEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 2, Pp 204-224 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	state boredom dimensions boredom coping strategies university students Education L Philology. Linguistics P1-1091
spellingShingle	state boredom dimensions boredom coping strategies university students Education L Philology. Linguistics P1-1091 Mehdi Solhi University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom
description	This study sought to examine how university students' state boredom dimensions (i.e., disengagement, high arousal, low arousal, inattention, and time perception) and their boredom coping strategies (i.e., cognitive approach, behavioral approach, cognitive avoidance, and behavioral avoidance) in the classroom are mediated in relation to gender and academic year. A total of 186 undergraduate students from a Turkish university, majoring in English language teaching in the faculty of education voluntarily participated in the study. The results indicated that the male participants experienced higher levels of boredom than the females in all levels of the state boredom. Additionally, the females had more inclination to use cognitive approach, while the male participants exhibited more behavioral approach to cope with boredom. Secondly, the participants with different academic levels only scored differently in disengagement, a state boredom dimension, and in cognitive approach, a boredom coping strategy. The findings highlight the significance of identifying student boredom and thereby specifying strategies to relieve their boredom in the classroom. Indeed, by gaining a proper understanding of the reactions triggered by boredom in classes, we would be able to spot the developmental paths of these reactions and thereby adopt the necessary measures to deal with student boredom.
format	article
author	Mehdi Solhi
author_facet	Mehdi Solhi
author_sort	Mehdi Solhi
title	University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom
title_short	University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom
title_full	University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom
title_fullStr	University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom
title_full_unstemmed	University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom
title_sort	university students' multidimensional state boredom and strategies to cope with classroom boredom
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.12256 https://doaj.org/article/c9180839f39b4bd0a413c2e1ad04b707
work_keys_str_mv	AT mehdisolhi universitystudentsmultidimensionalstateboredomandstrategiestocopewithclassroomboredom
_version_	1718430281639133184

University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom

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