Title

The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review

Authors

Authors

J. J. Vogel-Walcutt; L. Fiorella; T. Carper;S. Schatz

Comments

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Abbreviated Journal Title

Educ. Psychol. Rev.

Keywords

Boredom; Learning; Assessment; Definition; ACADEMIC EMOTIONS; LEISURE BOREDOM; ACHIEVEMENT EMOTIONS; AUTOMATIC; DETECTION; SELECTIVE EXPOSURE; LEARNERS AFFECT; BLOOD-PRESSURE; SOCIAL-CONTROL; STUDENTS; PERFORMANCE; Psychology, Educational

Abstract

Mitigating the situational factors that give rise to state boredom is a consistent challenge facing educators. Despite the growing amount of literature devoted to the construct, the field has yet to arrive at a consensus regarding a clear theoretical or operational definition. Subsequently, inconsistencies exist in the assessment methodologies, research findings lack generalizability, and strategies for mitigation in educational settings remain elusive. In this cross-disciplinary analysis, the extant literature on state boredom is critically reviewed and synthesized, and a two-dimensional definition of state boredom as an unpleasant (subjective), low-arousal (objective) experience is proposed. Findings from the technological advances of the last decade that allow for the objective measurement of physiological states are used to inform recommendations for empirically sound assessment methodologies. Finally, the proposed definition of state boredom and related assessment strategies are discussed with respect to implications for enhancing educational practices.

Journal Title

Educational Psychology Review

Volume

24

Issue/Number

1

Publication Date

1-1-2012

Document Type

Review

Language

English

First Page

89

Last Page

111

WOS Identifier

WOS:000300288400008

ISSN

1040-726X

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