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

Catherine Audrin and Marine Hascoët
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Catherine Audrin: Media, Digital Use and Informatic Didactics Teaching and Research Unit, Lausanne University of Teacher Education, 1007 Lausanne, Switzerland
Marine Hascoët: Child to Adult Development Teaching and Research Unit, Lausanne University of Teacher Education, 1007 Lausanne, Switzerland

IJERPH, 2021, vol. 18, issue 9, 1-11

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.

Keywords: boredom; control-value theory; academic intention to persist; pre-service teachers (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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