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Browsing Research and Innovation by Subject "Boredom"
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Item Open Access Are Boredom Prone Individuals Creative and Curious About Their Environment?(2018) Hunter, Jennifer A.; Abraham, Eleenor H.; Hunter, Andrew G.; Goldberg, Lauren C.; Eastwood, John D.After controlling for overall personality characteristics, boredom proneness did not predict creativity, but did positively predict people’s motivation to seek out novel experiences and find answers to things they do not understand. Thus, future work should explore how to use these relationships to help individuals respond effectively to the experience of boredom.Item Open Access Boredom and Attention: How Are They Related?(2018) Hunter, Andrew G.; Eastwood, John D.The tendency to feel bored and in-the-moment feelings of boredom had different relationships with the ability to sustain attention. The tendency to feel bored may reflect a motivation or ability to sustain attention over time. In contrast, in-the-moment boredom may be the result of difficulties sustaining attention. Finally, experimental tasks used to measure attention may unintentionally invoke negative emotions and this may complicate the interpretation of results from those tasks.Item Open Access Boredom and Gambling: How are They Related?(2018) Mercer, Kimberley B; EastwoodA form of boredom proneness that is related to a need for excitement predicts non-chronic, less severe gambling problems. This form of boredom proneness predicted gambling problems even after considering the impact of broader personality characteristics on gambling. There are two distinct types of boredom proneness that should not be measured interchangeably because they predict different behavioural outcomes.Item Open Access Can Boredom in the Classroom Enhance the Learning Experience?(2018) Mugon, Jhotisha; Danckert, James; Eastwood, John D.There is a lack of evidence for the claim that experiencing boredom (in the classroom) negatively impacts attention and academic performance. The authors of this chapter argue that boredom can enrich the learning experience in three ways. Firstly, students’ boredom serves as a signal to teachers that learning is no longer occurring. Thus, this signal prompts teachers to modify elements of the learning environment so that students can successfully re-engage with course content. Secondly, since boredom is an aversive state, individuals are motivated to reduce their boredom by focusing their attention on an activity or subject matter. It is in this manner that boredom may enable an individual to become interested in a topic they have never explored. Thirdly, boredom can motivate students to re-engage with course content if they respond adaptively to the boredom signal. For example, students can utilize cognitive approach strategies in which they alter their perception of boring material to make it more appealing to them.Item Open Access Do Situational and Personality Factors Interact to Produce Boredom?(2018) Mercer-Lynn, Kimberley B; Bar, Rachel J.; Eastwood, John D.Boredom can be caused by personality characteristics such as the tendency to become frequently bored. Situational factors such as being in a boring situation can also cause boredom. However, situational and personality factors do not work together in producing boredom. Lastly, some individuals experience boredom more often because of an aspect of their personality, regardless of the environment they are in.Item Open Access The Propensity to Feel Bored is Predictive of Depression and Anger Problems(2018) Mercer-Lynn, Kimberley B.; Hunter, Jennifer A.; Eastwood, John D.Trait boredom, the propensity to become bored, uniquely predicts depression and anger over and above other variables (such as neuroticism and inattention). Furthermore, there is reason to believe that the BPS and ZBS measure different types of trait boredom; the BPS is associated with inwardly directed issues (such as depression) and the ZBS is associated with outwardly directed issues (such as gambling). These results highlight the need for further boredom research and awareness that boredom is not a trivial malady and can cause significant psychological impairment.