Types of boredom: An experience sampling approach

Motivation and Emotion

Volumn 38, Issue 3, 2014, Pages 401-419

  Goetz, Thomas ^a   Frenzel, Anne C ^b   Hall, Nathan C ^c   Nett, Ulrike E ^d   Pekrun, Reinhard ^b   Lipnevich, Anastasiya A ^e  

^a UNIVERSITY OF KONSTANZ   (Germany)

^b UNIVERSITY OF MUNICH   (Germany)

^c MCGILL UNIVERSITY   (Canada)

^d UNIVERSITY OF ULM   (Germany)

^e CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

Achievement; Boredom; Emotions; Experience sampling

Indexed keywords

EID: 84901980142     PISSN: 01467239     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11031-013-9385-y     Document Type: Article

References (85)

1. Amos, A., Wiltshire, S., Haw, S., & McNeill, A. (2006). Ambivalence and uncertainty: Experiences of and attitudes towards addiction and smoking cessation in the mid-to-late teens. Health Education Research, 21(2), 181-191. doi: 10. 1093/her/cyh054.
2. Anshel, M. H. (1991). A survey of elite athletes on the perceived causes of using banned drugs in sport. Journal of Sport Behavior, 14(4), 283-310.
3. Armstrong, S. L., Gleitman, L. R., & Gleitman, H. (1983). What some concepts might not be. Cognition, 13(3), 263-308. doi: 10. 1016/0010-0277(83)90012-4.
4. Baird, B., Smallwood, J., Mrazek, M. D., Kam, J. W. Y., Franklin, M. S., & Schooler, J. W. (2012). Inspired by distraction: Mind wandering facilitates creative incubation. Psychological Science, 23(10), 1117-1122. doi: 10. 1177/0956797612446024.
5. Bearden, L. J., Spencer, W. A., & Moracco, J. C. (1989). A study of high school dropouts. School Counselor, 37(2), 113-120.
6. Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York, NY: McGraw-Hill Book Company. doi: 10. 1037/11164-000.
7. Clark, S. L., & Muthén, B. O. (2009). Relating latent class analysis results to variables not included in the analysis. Available from http://www. statmodel. com/download/relatinglca. pdf.
8. Clore, G. L. (1994). Why emotions require cognition. In P. Ekman & R. J. Davidson (Eds.), The nature of emotion (pp. 181-191). New York: Oxford University Press.
9. Clore, G. L., & Ortony, A. (1991). What more is there to emotion concepts than prototypes? Journal of Personality and Social Psychology, 60(1), 48-50. doi: 10. 1037/0022-3514. 60. 1. 48.
10. Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the experience-sampling method. Journal of Nervous and Mental Disease, 175(9), 526-536. doi: 10. 1097/00005053-198709000-00004.
11. Dahlen, E. R., Martin, R. C., Ragan, K., & Kuhlman, M. M. (2004). Boredom proneness in anger and aggression: Effects of impulsiveness and sensation seeking. Personality and Individual Differences, 37, 1615-1627.
12. Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2011). Testing the predictors of boredom at school. Development and validation of the Precursors to Boredom Scales. British Journal of Educational Psychology, 81, 421-440. doi: 10. 1348/000709910X526038.
13. Ekman, P. (1984). Expression and the nature of emotion. In K. S. Scherer & P. Ekman (Eds.), Approaches to emotion (pp. 319-343). Hillsdale, NJ: Erlbaum.
14. Fahlman, S. A., Mercer-Lynn, K. B., Flora, D. B., & Eastwood, J. D. (2013). Development and validation of the multidimensional state boredom scale. Assessment, 20(1), 68-85.
15. Farmer, R., & Sundberg, N. D. (1986). Boredom proneness: The development and correlates of a new scale. Journal of Personality Assessment, 50(1), 4-17. doi: 10. 1207/s15327752jpa5001_2.
16. Fenichel, O. O. (1934). Zur Psychologie der Langeweile. Imago (Leipzig), 20270-281.
17. Fenichel, O. (1951). On the psychology of boredom. In D. Rapaport (Ed.), Organization and pathology of thought: Selected sources (pp. 349-361). New York, NY: Columbia University Press. doi: 10. 1037/10584-018.
18. Fisher, C. D. (1993). Boredom at work: A neglected concept. Human Relations, 46(3), 395-417. doi: 10. 1177/001872679304600305.
19. Goetz, T., & Frenzel, A. C. (2006). Phänomenologie schulischer Langeweile [Phenomenology of boredom at school]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 38(4), 149-153. doi: 10. 1026/0049-8637. 38. 4. 149.
20. Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013). Do girls really experience more anxiety in mathematics? Psychological Science, 24(10), 2079-2087. doi: 10. 1177/0956797613486989.
21. Goetz, T., Frenzel, A. C., & Pekrun, R. (2007a). Regulation von Langeweile im Unterricht. Was Schülerinnen und Schüler bei der "Windstille der Seele" (nicht) tun [Regulation of boredom in class. What students do (not) when experiencing the, windless calm of the soul']. Unterrichtswissenschaft, 35(4), 312-333.
22. Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75(1), 5-29. doi: 10. 3200/JEXE. 75. 1. 5-29.
23. Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007b). Between- and within-domain relations of students' academic emotions. Journal of Educational Psychology, 99(4), 715-733. doi: 10. 1037/0022-0663. 99. 4. 715.
24. Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34(1), 49-62. doi: 10. 1007/s11031-009-9152-2.
25. Grubb, E. A. (1975). Assembly line boredom and individual differences in recreation participation. Journal of Leisure Research, 7, 256-269.
26. Harris, M. B. (2000). Correlates and characteristics of boredom proneness and boredom. Journal of Applied Social Psychology, 30(3), 576-598. doi: 10. 1111/j. 1559-1816. 2000. tb02497. x.
27. Harrison, A. (1984). Creativity, class, and boredom: Cognitive models for intelligent activities. Journal of Education, Boston, 166(2), 150-169.
28. Hebb, D. O. (1955). Drives and the C. N. S. (conceptual nervous system). Psychological Review, 62(4), 243-254. doi: 10. 1037/h0041823.
29. Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Thousand Oaks, CA: Sage Publications, Inc.
30. Hill, A. B., & Perkins, R. E. (1985). Towards a model of boredom. British Journal of Psychology, 76, 235-240.
31. Johnson-Laird, P. N., & Oatley, K. (1989). The language of emotions: An analysis of a semantic field. Cognition and Emotion, 3(2), 81-123. doi: 10. 1080/02699938908408075.
32. Johnstone, T., & Scherer, K. R. (2000). Vocal communication of emotion. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 220-235). New York: Guilford Press.
33. Klapp, O. (1986). Overload and boredom. New York: Greenwood Press.
34. Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion, 5, 345-379.
35. Larsen, J. T., & McGraw, P. (2011). Further evidence for mixed emotions. Journal of Personality and Social Psychology, 100(6), 1095-1110. doi: 10. 1037/a0021846.
36. Larson, R. W., & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99(4), 418-443. doi: 10. 1086/443992.
37. Lee, T. W. (1986). Toward the development and validation of a measure of job boredom. Manhattan College Journal of Business, 15, 22-28.
38. London, H., Schubert, D. S., & Washburn, D. (1972). Increase of autonomic arousal by boredom. Journal of Abnormal Psychology, 80(1), 29-36. doi: 10. 1037/h0033311.
39. Mikulas, W. L., & Vodanovich, S. J. (1993). The essence of boredom. The Psychological Record, 43(1), 3-12.
40. Miller, W. R., & Seligman, M. E. (1975). Depression and learned helplessness in man. Journal of Abnormal Psychology, 84(3), 228-238. doi: 10. 1037/h0076720.
41. Muthén, B. O. (2001). Latent variable mixture modeling. In G. A. Marcoulides & R. E. Schumacker (Eds.), New developments and techniques in structural equation modeling (pp. 1-33). Mahwah, NJ: Lawrence Erlbaum Associates.
42. Muthén, B. O., & Muthén, L. K. (2000). Integrating person-centered and variable-centered analysis: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical and Experimental Research, 24(6), 882-891. doi: 10. 1111/j. 1530-0277. 2000. tb02070. x.
43. Muthén, L. K., & Muthén, B. O. (2007). Mplus user's guide (5th ed.). Los Angeles, CA: Muthén & Muthén.
44. Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored? Students' strategies for coping with boredom. Learning and Individual Differences, 20(6), 626-638. doi: 10. 1016/j. lindif. 2010. 09. 004.
45. Nett, U. E., Goetz, T., & Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36(1), 49-59. doi: 10. 1016/j. cedpsych. 2010. 10. 003.
46. Newberry, A. L., & Duncan, R. D. (2001). Roles of boredom and life goals in juvenile delinquency. Journal of Applied Social Psychology, 31(3), 527-541. doi: 10. 1111/j. 1559-1816. 2001. tb02054. x.
47. Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007a). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14(4), 535-569.
48. Nylund, K., Nishina, A., Bellmore, A., & Graham, S. (2007b). Subtypes, severity, and structural stability of peer victimization: What does latent class analysis say? Child Development, 78(6), 1706-1722.
49. Ortony, A., Clore, G. L., & Foss, M. A. (1987). The referential structure of the affective lexicon. Cognitive Science: A Multidisciplinary Journal, 11(3), 341-364.
50. Papaioannou, A., Marsh, H. W., & Theodorakis, Y. (2004). A multilevel approach to motivational climate in physical education and sport settings: An individual or a group level construct? Journal of Sport & Exercise Psychology, 26(1), 90-118.
51. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135. doi: 10. 1037/a0013383.
52. Pekrun, R., & Frese, M. (1992). Emotions in work and achievement. In C. L. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational psychology (Vol. 7, pp. 153-200). Chichester: Wiley.
53. Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549. doi: 10. 1037/a0019243.
54. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-106. doi: 10. 1207/S15326985EP3702_4.
55. Perkins, R. E., & Hill, A. B. (1985). Cognitive and affective aspects of boredom. British Journal of Psychology, 76(2), 221-234.
56. Phillips, A. (1993). On kissing, tickling, and being bored: Psychoanalytic essays on the unexamined life. Cambridge, MA: Harvard University Press.
57. Reisenzein, R. (1994). Pleasure-arousal theory and the intensity of emotions. Journal of Personality and Social Psychology, 67, 525-539.
58. Robinson, M. D., & Barrett, L. F. (2010). Belief and feeling in self-reports of emotion: Evidence for semantic infusion based on self-esteem. Self and Identity, 9, 87-111. doi: 10. 1080/15298860902728274.
59. Robinson, M. D., & Clore, G. L. (2002). Belief and feeling: Evidence for an accessibility model of emotional self-report. Psychological Bulletin, 128(6), 934-960. doi: 10. 1037/0033-2909. 128. 6. 934.
60. Rosch, E. (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization (pp. 27-48). Hillsdale, NJ: Erlbaum.
61. Roseman, I. J., Antoniou, A., & Jose, P. E. (1996). Appraisal determinants of emotions: Constructing a more accurate and comprehensive theory. Cognition and Emotion, 10(3), 241-277. doi: 10. 1080/026999396380240.
62. Rupp, D. E., & Vodanovich, S. J. (1997). The role of boredom proneness in self-reported anger and aggression. Journal of Social Behavior & Personality, 12(4), 925-936.
63. Russel, J. A. (1991). In defense of a prototype approach to emotion concepts. Journal of Personality and Social Psychology, 60(1), 37-47.
64. Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161-1178. doi: 10. 1037/h0077714.
65. Scherer, K. R. (1984). On the nature and function of emotion: A component process approach. In K. R. Scherer & P. Ekman (Eds.), Approaches to emotion (pp. 293-317). Hillsdale: Lawrence Erlbaum.
66. Scherer, K. R. (2000). Emotions as episodes of subsystems synchronization driven by nonlinear appraisal processes. In M. D. Lewis & I. Granic (Eds.), Emotion, development, and self-organization (pp. 70-99). Cambridge: Cambridge University Press.
67. Schwarz, G. (1978). Estimating the dimension of a model. The Annals of Statistics, 6(2), 461-464. doi: 10. 1214/aos/1176344136.
68. Seib, H. M., & Vodanovich, S. J. (1998). Boredom proneness and psychosocial development. The Journal of Psychology, 132, 642-652.
69. Shaver, P., Schwartz, J., Kirson, D., & O'Connor, C. (1987). Emotion knowledge: Further exploration of a prototype approach. Journal of Personality and Social Psychology, 52(6), 1061-1086.
70. Sio, U. N., & Ormerod, T. C. (2009). Does incubation enhance problem solving? A meta-analytic review. Psychological Bulletin, 135, 94-120.
71. Smith, R. P. (1981). Boredom: A review. Human Factors, 23(3), 329-340.
72. Sommer, B. (1985). What's different about truants? A comparison study of eighth-graders. Journal of Youth and Adolescence, 14(5), 411-422. doi: 10. 1007/BF02138836.
73. Sommers, J., & Vodanovich, S. J. (2000). Boredom proneness: Its relationship to psychological- and physical-health symptoms. Journal of Clinical Psychology, 56(1), 149-155. doi: 10. 1002/(SICI)1097-4679(200001)56: 1<149: AID-JCLP14>3. 0. CO;2-Y.
74. Spacks, P. M. (1995). Boredom: The literary history of a state of mind. Chicago, IL: University of Chicago Press.
75. Thackray, R. I. (1981). The stress of boredom and monotony: A consideration of the evidence. Psychosomatic Medicine, 43(2), 165-176.
76. Titz, W. (2001). Emotionen von Studierenden in Lernsituationen. Explorative Analysen und Entwicklung von Selbstberichtskalen [Students' emotions in learning situations]. Münster: Waxmann.
77. van Tilburg, W. A. P., & Igou, E. R. (2012). On boredom: Lack of challenge and meaning as distinct boredom experiences. Motivation and Emotion, 36, 181-194.
78. Vodanovich, S. J. (2003a). On the possible benefits of boredom: A neglected area in personality research. Psychology and Education: An Interdisciplinary Journal, 40(3-4), 28-33.
79. Vodanovich, S. J. (2003b). Psychometric measures of boredom: A review of the literature. Journal of Psychology: Interdisciplinary and Applied, 137(6), 569-595. doi: 10. 1080/00223980309600636.
80. Wallbott, H. G. (1998). Bodily expression of emotion. European Journal of Social Psychology, 28, 879-896.
81. Wang, C. P., Brown, C. H., & Bandeen-Roche, K. (2005). Residual diagnostics for growth mixture models: Examining the impact of preventive intervention on multiple trajectories of aggressive behavior. Journal of the American Statistical Association, 100(3), 1054-1076. doi: 10. 1198/016214505000000501.
82. Watson, D., & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological Bulletin, 98(2), 219-235. doi: 10. 1037/0033-2909. 98. 2. 219.
83. Wilson-Mendenhall, C., Barrett, L. F., & Barsalou, L. W. (2013). Neural evidence that human emotions share core affective properties. Psychological Science, 24, 947-956. doi: 10. 1177/0956797612464242.
84. Zeidner, M. (1998). Test anxiety: The state of the art. New York, NY: Plenum Press.
85. Zeidner, M. (2007). Test anxiety: Conceptions, findings, conclusions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165-184). San Diego: Academic Press.