University of Konstanz, Germany.
Br J Educ Psychol. 2011 Sep;81(Pt 3):421-40. doi: 10.1348/000709910X526038. Epub 2011 Mar 9.
BACKGROUND. Boredom has been found to be an important emotion for students' learning processes and achievement outcomes; however, the precursors of this emotion remain largely unexplored. AIM. In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested. SAMPLE. Participants were 1,380 grade 5-10 students in mathematics classes. METHOD. The Precursors to Boredom Scales were tested for structural and convergent validity with multi-level confirmatory factor analyses (ML-CFA), and differences in the perception of the precursors of boredom due to gender were investigated. RESULTS. The first ML-CFA found support for the structural validity of the Precursors to Boredom Scales. In a second ML-CFA, the newly developed boredom scales showed good convergent validity with several key aspects of instructional quality. Finally, the results supported previous research that found no gender differences in academic self-concept and interest. CONCLUSION. The precursors contained in our scales are empirically separable. Implications of the current findings for research on boredom among students are discussed.
无聊感被认为是学生学习过程和成就结果的重要情绪，但这种情绪的前因仍在很大程度上未被探索。目的：在当前的研究中，开发并测试了评估学业环境中无聊感前因的量表。样本：参与者为 1380 名 5-10 年级的数学课学生。方法：采用多层次验证性因素分析（ML-CFA）对无聊感前因量表进行结构和收敛效度检验，并考察了性别对无聊感前因感知的差异。结果：第一个 ML-CFA 支持无聊感前因量表的结构效度。在第二个 ML-CFA 中，新开发的无聊感量表与教学质量的几个关键方面表现出良好的收敛效度。最后，结果支持了先前的研究，即学生的学业自我概念和兴趣没有性别差异。结论：我们量表中的前因在经验上是可分离的。讨论了当前研究结果对学生无聊感研究的启示。
