Testing Phase 2 of a Targeted Boredom Intervention Training Program and its Impact on Boredom Misbeliefs
Boredom is a commonly experienced emotion that is detrimental to student performance. This study piloted Phase 2 of the Boredom Intervention Training (BIT) program which used cognitive restructuring to alter students’ boredom misbeliefs. The sample consisted of 149 students from a midwestern Canadia...
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| Veröffentlicht in: | Canadian journal of school psychology 2024-03, Vol.39 (1), p.100-108 |
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| container_title | Canadian journal of school psychology |
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| creator | Tze, Virginia M. C. Rilkoff, Vanessa L. Daniels, Lia M. Parker, Patti C. |
| description | Boredom is a commonly experienced emotion that is detrimental to student performance. This study piloted Phase 2 of the Boredom Intervention Training (BIT) program which used cognitive restructuring to alter students’ boredom misbeliefs. The sample consisted of 149 students from a midwestern Canadian University. We identified participants’ boredom misbeliefs at baseline and employed McNemar tests to determine if students reported fewer boredom misbeliefs after viewing a psychoeducational training video. Our results revealed students reported fewer boredom misbeliefs post-video compared to pre-video (all p’s |
| doi_str_mv | 10.1177/08295735241227514 |
| format | Article |
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| ispartof | Canadian journal of school psychology, 2024-03, Vol.39 (1), p.100-108 |
| issn | 0829-5735 2154-3984 |
| language | eng |
| recordid | cdi_proquest_journals_2931114857 |
| source | SAGE Complete A-Z List |
| subjects | Educational psychology Emotions Student attitudes University students |
| title | Testing Phase 2 of a Targeted Boredom Intervention Training Program and its Impact on Boredom Misbeliefs |
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