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Investigating Academic Boredom in Canadian and Chinese Students

  • Author / Creator
    Tze, Man Chung
  • Recent research has shown that boredom has an adverse impact on students’ learning and achievement (e.g., Mann & Robinson, 2009). Given the deleterious impact of boredom on learning, this study evaluated two boredom scales—a learning-related boredom scale and a boredom coping scale—with samples of college students from Canada and China. After establishing the validity of the two boredom scales, this study examined the impacts of boredom and coping strategies on achievement in the two settings. Results suggested that the learning-related boredom scale was invariant across groups, whereas the boredom coping scale showed partial measurement invariance. Findings also indicated that in the Western sample, academic boredom affected students’ self-efficacy for self-regulated learning, which in turn influenced their performance. However, such a linkage was not evident in the Chinese sample. In terms of boredom coping strategies, the negative impact of endorsing avoidance approaches on achievement was not found.

  • Subjects / Keywords
  • Graduation date
    2011-11
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R3R949
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Psychology
  • Supervisor / co-supervisor and their department(s)
    • Klassen, Robert (Educational Psychology)
  • Examining committee members and their departments
    • Daniels, Lia (Educational Psychology)
    • Thomas, Gregory (Secondary Education)