Validation of students' academic boredom questionnaire

An environment that is inappropriate in terms of the level of stimulation is attributed, and the existence of criteria for identifying and measuring this phenomenon in students is very important. The present study was conducted to validate the instrument of students' academic boredom. The statistical population of the research was middle school students studying in Tehran in the academic year 2021-2022. The sample size was 393 people who were selected through multi-stage cluster sampling and due to the distortion of 33 instruments, 360 people were included in the study. Data were analyzed with SPSS (version 26) and LISREL (version 8.5) software. The findings showed that the academic boredom tool has good validity and reliability.  The results of validation were obtained by internal consistency based on Cronbach's alpha. Investigations related to the validity of the content, and the structure of the academic boredom tool also confirmed the validity of the said tool. The findings of the confirmatory factor analysis showed that this scale has one factor and the 10-item structure of the academic boredom instrument in Iranian students has an acceptable fit with the data and the goodness of fit indicators confirm it and can be used as a tool to measure academic boredom in students.