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AI Summary of Peer-Reviewed Research

This page presents an AI-generated summary of a published research paper. The original authors did not write or review this article. [See full disclosure ↓]

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Academic boredom differs by type and relates to engagement

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A person wearing dark clothing sits at a table outdoors in dappled sunlight, reading from an open book or document with a contemplative expression.
Research area:PsychologyBoredomDevelopmental and Educational Psychology

What the study found

The study found that academic boredom is linked to lower self-regulation, critical thinking, self-efficacy, engagement, and performance among university students. It also found that class-related boredom and study-related boredom do not relate to outcomes in the same way.

Why the authors say this matters

The authors conclude that specific types of academic boredom should be addressed separately in higher education because each appears to play a distinct role in students’ academic experiences and outcomes. They also suggest that interventions promoting self-regulation, critical thinking, and self-efficacy may help reduce boredom and support academic success.

What the researchers tested

The researchers examined relationships among trait-related boredom, class-related boredom, and study-related boredom, along with self-efficacy, self-regulation, critical thinking, academic engagement, and academic performance. They studied 250 undergraduate psychology students who completed self-report measures and analyzed the data using path analysis.

What worked and what didn't

Academic boredom was negatively correlated with self-regulation, critical thinking, and self-efficacy. It was also negatively associated with both academic engagement and performance.

What to keep in mind

The available summary does not describe detailed limitations beyond noting that the findings come from 250 undergraduate psychology students. The abstract also does not provide information about study duration, broader student populations, or causal conclusions.

Key points

  • Academic boredom was negatively related to self-regulation, critical thinking, and self-efficacy.
  • Academic boredom was negatively associated with both engagement and performance.
  • Class-related boredom was negatively associated with engagement, but not with performance.
  • Study-related boredom was negatively associated with both academic performance and engagement.
  • The sample included 250 undergraduate psychology students who completed self-report measures.

Disclosure

Research title:
Academic boredom differs by type and relates to engagement
Authors:
Katerina Nerantzaki, Georgia Stavropoulou, Athena Daniilidou
Institutions:
Aristotle University of Thessaloniki, Aristotle University of Thessaloniki, University of Macedonia
Publication date:
2026-03-05
DOI:
10.3390/psycholint8010018
OpenAlex record:
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AI provenance: This post was generated by gpt-5.4-mini (OpenAI). The original authors did not write or review this post.