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Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance

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  • Altay Eren
  • Hamit Coskun

Abstract

The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded performance. A total of 557 students from a small city located in the Western Black Sea region of Turkey voluntarily participated in the study. Of them, 211 enrolled in an Anatolian high school and 346 enrolled in a science high school. Results showed that the level of boredom, boredom coping strategies, epistemic curiosity, and graded performance were significantly related to each other. Results also showed that deprivation-type epistemic curiosity and interest-type epistemic curiosity played significant mediating roles in the relationship between the level of boredom and graded performance. Notably, the mediating roles of interest-type epistemic curiosity and deprivation-type epistemic curiosity differed across gender groups.

Suggested Citation

  • Altay Eren & Hamit Coskun, 2016. "Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(6), pages 574-588, November.
    • Handle: RePEc:taf:vjerxx:v:109:y:2016:i:6:p:574-588
    DOI: 10.1080/00220671.2014.999364
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    Cited by:

    1. Veselina P. Vracheva & Robert Moussetis & Ali Abu-Rahma, 2020. "The Mediational Role of Engagement in the Relationship Between Curiosity and Student Development: A Preliminary Study," Journal of Happiness Studies, Springer, vol. 21(4), pages 1529-1547, April.
    2. Manuel M. Schwartze & Anne C. Frenzel & Thomas Goetz & Reinhard Pekrun & Corinna Reck & Anton K.G. Marx & Daniel Fiedler, 2021. "Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life," IJERPH, MDPI, vol. 18(12), pages 1-13, June.
    3. Zheng Jie & Samsilah Roslan & Mohd Mokhtar Muhamad & Mas Nida Md Khambari & Zeinab Zaremohzzabieh, 2022. "The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students: A Quasi-Experimental Study," IJERPH, MDPI, vol. 19(20), pages 1-13, October.
    4. Elbeyi Pelit & Esra Katircioglu, 2023. "Investigating The Effects Of Epistemic Curiosity On Innovative Work Behaviour: A Study On Hotel Employees," Tourism and Hospitality Management, University of Rijeka, Faculty of Tourism and Hospitality Management, vol. 29(1), pages 73-85, August.
    5. Honggang Liu & Jing Li & Fan Fang, 2022. "Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students," Sustainability, MDPI, vol. 14(24), pages 1-12, December.

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