Media, Digital Use and Informatic Didactics Teaching and Research Unit, Lausanne University of Teacher Education, 1007 Lausanne, Switzerland.
Swiss Center for Affective Sciences, 1202 Geneva, Switzerland.
Int J Environ Res Public Health. 2021 Apr 22;18(9):4452. doi: 10.3390/ijerph18094452.
Boredom is an emotion that often arises in an educational context. Past research suggests that boredom depends on specific cognitive appraisals, such as how people can control the task and how much they value it. Research further suggests that boredom is related to negative academic outcomes such as lower grades and a higher risk of dropping out. Here, we tested a mediation model on 324 pre-service teachers during the first lockdown of 2020 in Switzerland to assess (1) how control and value predicted boredom, and (2) how boredom was related to the intention to persist at university. We hypothesized that (1) the more participants felt lacking in control and low in value, the higher their boredom and (2) the more intense their boredom, the lower their intention to persist. We further hypothesized that both control and value would be positively related to the intention to persist, and this link may be mediated by boredom. Our results provide partial support for our mediation model as we found a significant indirect link between control and intention to persist through boredom. More specifically, the more participants lost control over their studies, the more they felt bored, which in turn was negatively related to their intention to persist.
无聊是一种在教育情境中经常出现的情绪。过去的研究表明，无聊取决于特定的认知评价，例如人们如何控制任务以及他们对任务的重视程度。研究进一步表明，无聊与负面的学术成果有关，例如成绩较低和辍学风险增加。在这里，我们在瑞士 2020 年第一次封锁期间对 324 名职前教师进行了中介模型测试，以评估 (1) 控制感和价值感如何预测无聊感，以及 (2) 无聊感与大学坚持的意愿有何关系。我们假设 (1) 参与者感到控制感越低、价值感越低，他们的无聊感就越高；(2) 参与者的无聊感越强，他们坚持上大学的意愿就越低。我们进一步假设控制感和价值感与坚持上大学的意愿呈正相关，而这种联系可能是通过无聊感来介导的。我们的研究结果为我们的中介模型提供了部分支持，因为我们发现控制感和坚持上大学的意愿之间存在显著的间接联系，这是通过无聊感来介导的。具体来说，参与者对学习的控制感越低，他们感到的无聊感就越强，而这种无聊感与他们坚持上大学的意愿呈负相关。
