Coping With Boredom in School : An Experience Sampling Analysis

Abstract

The goal of the present study is to explore students’ use of different boredom-related coping strategies. Two trait-based dimensions of coping relevant to boredom, namely approach- versus avoidance-orientated and cognitive- versus behavior-orientated coping, were assessed in a self-report questionnaire administered to 537 students. Additionally, 79 of the study participants completed a structured, two-week, state-based assessment administered via the experience sampling method. Analyses showed participants to be differentiated based on two overarching approaches to coping with boredom, namely Reappraisers who are cognitive-approach orientated, and Evaders who prefer behavioral-avoidance strategies. The cognitive-approach appears to be most beneficial, showing negative relations to state-based boredom levels. Implications for interventions promoting the use of cognitive-approach strategies for dealing with boredom in the classroom are discussed.