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The essence of boredom
... The tendency of boredom that arises when interacting with others and causes phubbing in adolescents is called boredom proneness. Mikulas & Vodanovich (1993) define Boredom as a state of low arousal and dissatisfaction with an environment that is not adequately stimulating. Boredom is a brief state of lack of stimulation in which the individual is less interested in the surrounding environment, and cannot concentrate (Ng et al, 2015). ...
... Persistent boredom in the classroom can lead to trait boredom and decrease motivation for goal setting, making life choices, and lifelong learning (Cui et al., 2017). Mikulas & Vodanovich (1993) defined boredom as a state of lack of arousal and dissatisfaction associated with a less stimulating situation, emphasizing that boredom arises when the learning material does not match the student's level of knowledge or interest. Vodanovich & Kass (1990) defined boredom in five main factors, namely external stimulation, internal stimulation, affective response, perception of time and contraint. ...
This study aims to determine the effect of teacher involvement on elementary school students' boredom and its implications for guidance and counseling practices in schools. Using a quantitative approach with a correlational design, data were collected from 454 elementary school students in Bandung City who completed questionnaires on teacher engagement and boredom levels. The results of the analysis showed that teacher engagement, especially on the emotional aspect, has a negative influence on student boredom, i.e. the higher the teacher engagement, the lower the student boredom. This finding highlights the importance of the teacher's role in creating an active and interactive learning atmosphere to reduce student boredom. The practical implication is that school counselors can support teachers by providing training to strengthen emotional and cognitive engagement and encourage the development of students' social skills to create a conducive and enjoyable learning environment. This study recommends further research to explore other factors that influence student boredom and to examine the influence of teacher engagement in different educational contexts.
Örgütlerin başarıya ulaşabilmesi ve sürdürülebilir rekabet avantajı sağlayabilmesinde en önemli unsurlardan biri insan kaynağıdır. Bu kaynağın örgüte faydalı olabilmesi için iş ile ilgili görevlerini tam anlamıyla yerine getirmesi beklenmektedir. Bununla birlikte çalışanlar zaman zaman işlerini yaparlarken örgüte olan katkılarını önemsiz bulabilir, yaptıkları işin anlamsız olduğunu düşünebilirler. Çalışanların böyle zamanlarda can sıkıntısı yaşaması ile birlikte ortaya çıkan durum boreout kavramı olarak adlandırılmaktadır. Boreout sendromu, önlem alınmadığı zaman örgütlerin başarıya ulaşmasına engel olabilmektedir. Bu çalışmada boreout kavramı konusunda Türkiye bağlamında yapılmış 19 bilimsel çalışmanın incelemesi gerçekleştirilmiştir. Araştırma bulguları güncel konulardan biri olan boreout kavramının ulusal yazındaki gelişimini göstermektedir. Elde edilen sonuçlara göre nicel araştırma deseninin daha fazla kullanıldığı görülmüştür. Boreout kavramı ile kariyer uyumluluğu, kariyer iyimserliği, hizmet inovasyonu performansı, işe bağlılık ve bilinçli farkındalık arasında negatif yönlü ilişkiler olduğu görülmüştür. Üretkenlik karşıtı iş davranışları, mobbing, sanal kaytarma, iş stresi, entropik örgüt iklimi, sosyal kaytarma gibi davranışların boreout davranışı ile pozitif yönde ilişkili olduğu yapılan çalışmalar ile ortaya konulmuştur. Bu çalışmanın alan yazınındaki boreout konusuna ilişkin boşlukların belirlenebilmesi ve yön verilebilmesi açısından gelecekte yapılması planlanan çalışmalara katkı sağlayacağı düşünülmektedir.
Kecanggihan teknologi dan informasi yang kian masif hadir untuk memanjakan dan membantu manusia melakukan tugasnya dengan mudah, namun ketergantungan atau kecanduan akan gadget memicu timbulnya karakter baru dalam masyarakat. Salah satu karakter baru yang muncul di era teknologi ini yaitu phubbing. Tujuan penulisan Artikel ini, agar umat Tuhan dapat memahami pentingnya sikap menghargai dalam komunikasi. Dan prilaku tersebut dapat merusak hubungan. Menggunakan metode kualitatif dengan pendekatan studi literatur dan wawancara maka dapat disimpulkan bahwa kekristenan harus mengetahui hakikat dan definisi phubbing dan dampaknya, dimana Phubbing merupakan perilaku kurang peduli dianggap sebagai perilaku anti-sosial yang dapat merusak hubungan sosial dan kesehatan mental. Maka orang Kristen dapat menggunakan prinsip-prinsip Alkitab untuk membimbing perilaku dan interaksi dengan orang lain, termasuk penggunaan teknologi dan memberikan pengajaran pendidikan Kristen terkait menghormati dan menempatkan skala prioritas dalam peribadatan. Phubbing dan anti sosial dalam perspektif etis teologis dapat dianggap sebagai perilaku yang mereduksi anti-sosial dalam masyarakat. Oleh karena itu, menghindari phubbing dapat membantu meningkatkan kualitas hubungan sosial dan mengurangi dampak negatif dari kebiasaan ini pada kesehatan mental. Maka aktualisasi dari peran gereja dalam mereduksi anti sosial dapat dilakukan dengan berbagai cara untuk menghindari sikap dan prilaku phubbing.
This research presents a validation of an adaptation in French of the Boredom Proneness Scale (sp) intitled "Echelle de disposition a l'ennui" (EDE). Three studies were conducted to evaluate psychometric properties, construct validity and structural validity. A first study with student participants demonstrated acceptable fidelity (test-retest reliability, internal consistency...) and validity indices. However a confirmatory factor analysis did not support the unidimensional structure of the Boredom Proneness Scale. The second study with a sample of drug addicts assessed the validity of the scale using the "Known-Groups" method. Results supported the construct validity of the scale. A third study examined elderly persons. Results of this study point to the reliability and validity of the french version of the Boredom Proneness Scale. Furthermore, a bidimensionality of the boredom construct was found through an exploratory factor analysis.
The purpose of the present study is to describe the development of a theory-based instrument to measure individual differences in the disposition toward intrinsic motivation in leisure behavior, and to report data from nine studies examining the reliability and validity of the instrument (total n = 1866). Based on the conceptual work of Deci and Ryan (1985a), Kobasa (1979), and their associates, the Intrinsic Leisure Motivation Disposition is defined as a tendency to seek intrinsic rewards in leisure behavior. It is assumed that the strength of this tendency will differ across individuals, but will remain relatively stable within individuals and across situations. The 24-item Intrinsic Leisure Motivation (ILM) Scale displayed Cronbach alpha coefficients ranging from.872 to.913. The four theoretically derived subscales (Self-Determination, Competence, Commitment, Challenge), each with six items, had alphas ranging from.638 to.832. Confirmatory factor analysis was used to explore the structure of the four subscales. Construct validity data showed that the ILM scale correlated in the hypothesized manner with 13 other measures of theoretically related variables. In six studies that tested for gender differences in ILM scores, only one found significant differences. Discussion of possible research applications for the ILM Scale is presented.