A Theory-based Psychoeducational Video Designed to Increase Knowledge About Boredom

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  • Across postsecondary settings, boredom is a common emotion and can be harmful for achievement striving and motivation. We draw on two theories—Control Value Theory (CVT) and the Components Process Model of Emotions (CPM)—which cover important dimensions of boredom experienced by students. Our study used a novel application of a psychoeducational boredom video incorporating CVT and CPM as the first phase of a boredom-specific intervention called BIT (boredom intervention training). We examined: the efficacy of the video to increase students’ (N=85) knowledge about boredom as a scholarly construct, whether students learned something novel and expressed interest in the session. Repeated measures analyses tested changes in students’ knowledge after viewing the video. Our results showed students indicated more knowledge about boredom post-session, 93% learned something new, and 88% were interested to return for future sessions. Although a first step, our study reveals a psychoeducational video that teaches about boredom can be an effective approach. Given that boredom is a familiar experience in university, the findings suggest students improved their understanding of the construct above their own personal experience of it. This phase can assist students in identifying specific components that give rise to boredom in various settings; and the video could be implemented into courses for educational initiatives to support students. Publication based on this work can be found at: https://doi.org/10.3390/ijerph182111712

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  • Type of Item
    Conference/Workshop Presentation
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    Attribution-NonCommercial 4.0 International