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Bored to Be Wild: How Boredom Is Related to Pre-Service Teachers’ Intention to Persist in Their Studies

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  • Catherine Audrin

    (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)

  • Marine Hascoët

    (Child to Adult Development Teaching and Research Unit, Lausanne University of Teacher Education, 1007 Lausanne, Switzerland)

Abstract

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.

Suggested Citation

  • Catherine Audrin & Marine Hascoët, 2021. "Bored to Be Wild: How Boredom Is Related to Pre-Service Teachers’ Intention to Persist in Their Studies," IJERPH, MDPI, vol. 18(9), pages 1-11, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:9:p:4452-:d:541407
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    References listed on IDEAS

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    1. George D. Kuh & Ty M. Cruce & Rick Shoup & Jillian Kinzie & Robert M. Gonyea, 2008. "Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence," The Journal of Higher Education, Taylor & Francis Journals, vol. 79(5), pages 540-563, September.
    2. Wanja Wolff & Corinna S. Martarelli & Julia Schüler & Maik Bieleke, 2020. "High Boredom Proneness and Low Trait Self-Control Impair Adherence to Social Distancing Guidelines during the COVID-19 Pandemic," IJERPH, MDPI, vol. 17(15), pages 1-10, July.
    3. Corinna S. Martarelli & Wanja Wolff, 2020. "Too bored to bother? Boredom as a potential threat to the efficacy of pandemic containment measures," Palgrave Communications, Palgrave Macmillan, vol. 7(1), pages 1-5, December.
    4. Rosseel, Yves, 2012. "lavaan: An R Package for Structural Equation Modeling," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 48(i02).
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