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ERIC Number: EJ1090952
Record Type: Journal
Publication Date: 2016-Mar
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-726X
EISSN: N/A
Evaluating the Relationship between Boredom and Academic Outcomes: A Meta-Analysis
Tze, Virginia M. C.; Daniels, Lia M.; Klassen, Robert M.
Educational Psychology Review, v28 n1 p119-144 Mar 2016
The experience of academic boredom among students may be universal; in fact, almost all students complain at least occasionally about being bored in class or while studying. Despite the perceived negative influence of boredom on learning, there has been no synthesis of empirical findings underscoring how boredom relates to academic outcomes. Therefore, the purpose of this study is to meta-analyze the research exploring the relationship between students' academic boredom and their motivation, study strategies and behaviors, and performance. A total of 29 studies, involving 19,052 students, met the inclusion criteria. The overall effect size, r[image omitted] =?-0.24, was significant, p?<?0.001. In subgroup analyses, the negative effect sizes were found to differ between secondary and post-secondary students, and boredom experienced in class had greater negative impact on students' academic outcomes than boredom experienced while studying. In addition, a significant differential impact of boredom on academic motivation, study strategies and behaviors, and achievement was found. These findings suggest that education professionals should identify strategies to alleviate students' boredom in academic settings.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A