Elizabeth H Weybright1, John Schulenberg2, Linda L Caldwell3. 1. Department of Human Development, Washington State University, Pullman, Washington. Electronic address: elizabeth.weybright@wsu.edu. 2. Department of Psychology, Institute for Social Research, University of Michigan, Ann Arbor, Michigan. 3. Recreation, Park, and Tourism Management, Pennsylvania State University, University Park, Pennsylvania.
Abstract
PURPOSE: Boredom is an accepted part of adolescence. Developmental and contextual factors are likely to conspire to increase boredom during adolescence, which, in turn, relates to health risk behaviors. However, literature is lacking in the developmental course of boredom across adolescence as well as historical variation in boredom. The present study used multicohort nationally representative samples of U.S. secondary school students to identify historical trends and grade level differences in boredom overall and by sex. METHODS: The present study includes 8th, 10th, and 12th graders from 2008 to 2017 who completed the Monitoring the Future self-report survey (n = 106,784). Joinpoint was used to identify historical trends in boredom and linear regression to identify grade level differences. RESULTS: Boredom increased historically both across and within grades with girls generally demonstrating greater increases than boys. Across grade, boredom appears to peak in 10th grade for boys and decrease across grade for girls. CONCLUSIONS: Study findings indicate boredom has been increasing among adolescents over the past several years, with greater increases among girls. Increases may be concomitant with recent increases in mental health difficulties, suggesting that the overarching psychosocial profile of U.S. adolescents is becoming less optimal. Findings also suggest boredom peaks in 10th grade overall although when analyzing separately by sex, girls' boredom declines from 8th to 12th grade. It is clear that boredom is a worthy target for intervention both in clinical and prevention contexts.
PURPOSE: Boredom is an accepted part of adolescence. Developmental and contextual factors are likely to conspire to increase boredom during adolescence, which, in turn, relates to health risk behaviors. However, literature is lacking in the developmental course of boredom across adolescence as well as historical variation in boredom. The present study used multicohort nationally representative samples of U.S. secondary school students to identify historical trends and grade level differences in boredom overall and by sex. METHODS: The present study includes 8th, 10th, and 12th graders from 2008 to 2017 who completed the Monitoring the Future self-report survey (n = 106,784). Joinpoint was used to identify historical trends in boredom and linear regression to identify grade level differences. RESULTS: Boredom increased historically both across and within grades with girls generally demonstrating greater increases than boys. Across grade, boredom appears to peak in 10th grade for boys and decrease across grade for girls. CONCLUSIONS: Study findings indicate boredom has been increasing among adolescents over the past several years, with greater increases among girls. Increases may be concomitant with recent increases in mental health difficulties, suggesting that the overarching psychosocial profile of U.S. adolescents is becoming less optimal. Findings also suggest boredom peaks in 10th grade overall although when analyzing separately by sex, girls' boredom declines from 8th to 12th grade. It is clear that boredom is a worthy target for intervention both in clinical and prevention contexts.
Authors: Katherine M Keyes; Dahsan Gary; Patrick M O'Malley; Ava Hamilton; John Schulenberg Journal: Soc Psychiatry Psychiatr Epidemiol Date: 2019-03-30 Impact factor: 4.328
Authors: Manuel M Schwartze; Anne C Frenzel; Thomas Goetz; Reinhard Pekrun; Corinna Reck; Anton K G Marx; Daniel Fiedler Journal: Int J Environ Res Public Health Date: 2021-06-10 Impact factor: 3.390