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

    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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