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

Patti C Parker1, Virginia M C Tze2, Lia M Daniels1

  • 1Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada.

International Journal of Environmental Research and Public Health
|November 13, 2021
PubMed
Summary

University students gained knowledge about boredom through an online intervention. This program aimed to enhance understanding of boredom as an academic construct, showing positive initial results.

Keywords:
achievement emotionsboredomcomponent process model of emotionscontrol-value theoryinterventionpsychoeducation

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Area of Science:

  • Educational Psychology
  • Emotion Research

Background:

  • Boredom negatively impacts academic achievement and motivation in higher education.
  • Existing theories include the Control-Value Theory (CVT) and Component Process Model (CPM).

Purpose of the Study:

  • To evaluate the initial phase of an online Boredom Intervention Training (BIT) program.
  • The primary goal was to increase university students' knowledge of boredom as a scholarly construct.

Main Methods:

  • A repeated measures analysis was used to assess knowledge changes.
  • Participants (N=85) completed a baseline survey, a psychoeducational video, an exercise, and a follow-up quiz.

Main Results:

  • Students demonstrated increased knowledge about boredom after the intervention.
  • Participants reported learning novel information and expressed interest in the program.

Conclusions:

  • The initial phase of the BIT program effectively enhanced students' understanding of academic boredom.
  • Findings support the potential for online interventions to address boredom in postsecondary education.