Contributing Factors, Attribution, and Coping in Academic Boredom: An Exploratory Case Study of Graduate Students in Education

Autor/inn/en	Xie, Jianling; Xu, Jianzhong; Wei, Tianlan; Gallo, Katarzyna; Giles, Mary Everett; Zhan, Yan; Zeng, Yan; Huang, Xiang; Liu, Xia
Titel	Contributing Factors, Attribution, and Coping in Academic Boredom: An Exploratory Case Study of Graduate Students in Education
Quelle	In: Adult Learning, 33 (2022) 3, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xie, Jianling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159520987304
Schlagwörter	Graduate Students; Education Majors; Psychological Patterns; Learner Engagement; Student Motivation; Adult Learning; Coping; Student Attitudes; Influences; Attribution Theory; Student Behavior; Cognitive Processes; Student Experience + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulische Motivation; Adulte education; Adult training; Erwachsenenbildung; Bewältigung; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Student behaviour; Cognitive process; Kognitiver Prozess; Studienerfahrung
Abstract	This exploratory qualitative case study investigates how graduate students in education experience, attribute, and combat academic boredom. Three areas of concern are addressed: (a) the contributing factors to boredom, (b) how attributional style (internal vs. external) relates to coping with boredom, and (c) the differences between combating class-related boredom and learning-related boredom. Results showed that the onset of boredom was mostly influenced by a lack of interest, lack of utility value, and autonomy frustration. This study extended the existing literature by discovering an interaction between students' attributional style and their coping strategies for boredom during classroom instruction. Specifically, students who argued that the instructor should hold more responsibility for boredom in class tended to take avoidance coping as their primary strategy (e.g., doodling). By comparison, students who opted to approach the problem positively (e.g., taking notes) are prone to attribute internally. Attribution does not appear to have a mediating effect on the relationship between experience of boredom and coping strategies for learning-related boredom. Implications for graduate and adult education and findings in the context of recent theoretical frameworks are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01