Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video

Boredom is a salient emotion experienced in postsecondary settings, and evidence reveals that it can negatively impact academic achievement and motivation. Drawing from the control-value theory (CVT) of achievement emotions (Pekrun, 2006) and the component process model of emotions (CPM; Scherer, 19...

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Autores principales:	Patti C. Parker, Virginia M. C. Tze, Lia M. Daniels, Alyse Sukovieff
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	boredom achievement emotions psychoeducation intervention control-value theory component process model of emotions Medicine R
Acceso en línea:	https://doaj.org/article/d306b8da1dc44d59b9da7f4efbf096d2
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id	oai:doaj.org-article:d306b8da1dc44d59b9da7f4efbf096d2
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spelling	oai:doaj.org-article:d306b8da1dc44d59b9da7f4efbf096d22021-11-11T16:47:10ZBoredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video10.3390/ijerph1821117121660-46011661-7827https://doaj.org/article/d306b8da1dc44d59b9da7f4efbf096d22021-11-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/21/11712https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601Boredom is a salient emotion experienced in postsecondary settings, and evidence reveals that it can negatively impact academic achievement and motivation. Drawing from the control-value theory (CVT) of achievement emotions (Pekrun, 2006) and the component process model of emotions (CPM; Scherer, 1984), our study examines the first phase of a multi-sequenced online boredom intervention training (BIT) program. The goal of Phase I of BIT was to increase university students’ (<i>N</i> = 85) knowledge about boredom as a scholarly construct. Students completed four components of the Phase I BIT session, including: (a) a baseline survey and knowledge quiz, (b) a psychoeducational video, (c) a consolidation exercise, and (d) a follow-up knowledge quiz. We employed a repeated measures analysis to measure changes in knowledge after students watched the psychoeducational boredom video. Our findings reveal that students became more knowledgeable about boredom, learned something novel, and were interested in the intervention. The results are discussed in terms of the implications for research, theory, and practice.Patti C. ParkerVirginia M. C. TzeLia M. DanielsAlyse SukovieffMDPI AGarticleboredomachievement emotionspsychoeducationinterventioncontrol-value theorycomponent process model of emotionsMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11712, p 11712 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	boredom achievement emotions psychoeducation intervention control-value theory component process model of emotions Medicine R
spellingShingle	boredom achievement emotions psychoeducation intervention control-value theory component process model of emotions Medicine R Patti C. Parker Virginia M. C. Tze Lia M. Daniels Alyse Sukovieff Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video
description	Boredom is a salient emotion experienced in postsecondary settings, and evidence reveals that it can negatively impact academic achievement and motivation. Drawing from the control-value theory (CVT) of achievement emotions (Pekrun, 2006) and the component process model of emotions (CPM; Scherer, 1984), our study examines the first phase of a multi-sequenced online boredom intervention training (BIT) program. The goal of Phase I of BIT was to increase university students’ (<i>N</i> = 85) knowledge about boredom as a scholarly construct. Students completed four components of the Phase I BIT session, including: (a) a baseline survey and knowledge quiz, (b) a psychoeducational video, (c) a consolidation exercise, and (d) a follow-up knowledge quiz. We employed a repeated measures analysis to measure changes in knowledge after students watched the psychoeducational boredom video. Our findings reveal that students became more knowledgeable about boredom, learned something novel, and were interested in the intervention. The results are discussed in terms of the implications for research, theory, and practice.
format	article
author	Patti C. Parker Virginia M. C. Tze Lia M. Daniels Alyse Sukovieff
author_facet	Patti C. Parker Virginia M. C. Tze Lia M. Daniels Alyse Sukovieff
author_sort	Patti C. Parker
title	Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video
title_short	Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video
title_full	Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video
title_fullStr	Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video
title_full_unstemmed	Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video
title_sort	boredom intervention training phase i: increasing boredom knowledge through a psychoeducational video
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/d306b8da1dc44d59b9da7f4efbf096d2
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Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video

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