Teacher Practical Guidance:
Student Boredom
Category: Student
Rank Order
108
Effect Size
-0.46
Achievement Gain %
-18
How-To Strategies
How-To Resources
References
Camacho-Morles, Slemp, Pekrun, Loderer, Hou, & Oades. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review.
Loderer, Pekrun, & Lester (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction.
Tze, Daniels, & Klassen (2016). Evaluating the relationship between boredom and academic outcomes: a meta-analysis. Educational Psychology Review.
Westgate, E., Wilson, T. (2018). Boring thoughts and boring minds: The MAC model of boredom and cognitive engagement. Psychological Review, 125 (5). 689-713.
Student Boredom
DEFINITION
Boredom relates to under-stimulation or a deficit in attention—often the result of a student’s belief in the irrelevance of the subject at hand. When surveyed, however, students often cite proximate causes of boredom (such as an over-use of PowerPoint slides; tasks of low challenge; or when asked to remain passive and listen to others, especially, the talk and talk). Students often cope with boredom by daydreaming, texting, or turning to social media.
DATA
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5 Meta-analysis reviews
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238 Research studies
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120,000 Students in research
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4 Confidence level. Hattie (2023) p. 89