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Evaluating the relationship between academic boredom and learning outcomes
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Abstract
This study explores the correlation between student academic boredom and learning outcomes among undergraduates at Nong Lam University. It is to investigate how those five dimensions of state boredom—Disengagement, Agitated Affect, Inattention, Dysphoric Affect and Time Perception—relate to students’ GPA. Quantitative technique was applied to collect data from 2,587 students through validated structured questionnaires and later analyzed by SPSS version 22.0. Participants were a sample of 2,587 undergraduate students enrolled at Nong Lam University, Ho Chi Minh City, Vietnam. The findings revealed a moderate level of boredom among participants, and highlights a strong interrelationship among emotional states (agitation, dysphoria, and disengagement) and cognitive factors (inattention and time perception). The strong positive correlations suggest that the higher levels of agitation and emotional distress participants experience, the more likely they feel disengaged, inattentive and distorted in their perception of time. However weak the negative correlations between each boredom dimension and GPA are, they indicate that while these emotional and cognitive challenges themselves do not significantly impact GPA, they collectively act as a barrier to the students’ academic performance.
Keywords
Boredom, cognitive aspects, GPA, learning outcomes, state boredom dimensions, student emotions.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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