Coping with Boredom in School: An Experience Sampling Analysis

The present study explored stu dents' use of boredom related coping strategies at trait and state levels. Two trait based dimensions of coping relevant to boredom were considered, namely approach versus avoidance oriented and co gnitively versus behaviorally oriented coping strategies. The two dimensions were assessed in a self report questionnaire administered to 537 grade 11 students (55.3% female, Mage 17.15 years). Additionally, 79 of these participants completed state based boredom related coping measures over a 2 week period using an experience sampling method. Analyses of the trait measures suggested that two contrasting, broad approaches characterized participants' strategies for coping with boredom, namely a cognitive approach orientation and a behavioral avoidance orientation. In both the trait and state based anal yses, the cognitive approach orientation was associated with lower levels of boredom. Implications for interventions promoting the use of co gnitive approach strategies for dealing with boredom in the classroom are discussed.