Tam Katy Y Y, Van Tilburg Wijnand A P, Chan Christian S
Department of Psychology, The University of Hong Kong, Hong Kong, China.
Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Br J Educ Psychol. 2023 Mar;93(1):198-210. doi: 10.1111/bjep.12549. Epub 2022 Sep 22.
Academic boredom is ubiquitous, and it leads to a range of adverse learning outcomes. Given that students often make estimates of how boring lectures are, does anticipating a lecture to be boring shape their actual experience of boredom?
The current research investigated whether anticipated boredom intensifies subsequent boredom felt in lectures.
We recruited undergraduate students to participate in three studies.
Study 1 (N = 121) and study 2 (N = 130) were conducted in natural university lecture environments. We found that students who anticipated a lecture to bore them more subsequently felt more bored by it. In study 3 (N = 92), we experimentally manipulated anticipated boredom before participants watched a lecture video. We found that those who were led to anticipate higher levels of boredom felt more bored by the video.
Results converged to indicate that the mere expectation that a lecture will be boring may be sufficient to exacerbate its subsequent occurrence. We discuss these findings in the contexts of affective forecasting and education.
学术倦怠普遍存在，并会导致一系列不良的学习结果。鉴于学生经常会对讲座的枯燥程度进行预估，那么预期一场讲座会很无聊会影响他们实际感受到的倦怠程度吗？
当前的研究调查了预期的倦怠是否会加剧在讲座中随后感受到的倦怠。
我们招募了本科生参与三项研究。
研究1（N = 121）和研究2（N = 130）在大学自然讲座环境中进行。我们发现，预期讲座会让他们更无聊的学生随后实际感受到的无聊程度更高。在研究3（N = 92）中，我们在参与者观看讲座视频之前对预期的倦怠进行了实验性操控。我们发现，那些被引导预期更高倦怠水平的人对视频感到更无聊。
结果趋同表明，仅仅预期一场讲座会很无聊可能就足以加剧随后实际出现的无聊感。我们在情感预测和教育的背景下讨论了这些发现。
