Boredom and Performance in Education: A Multilevel Meta-Analysis (Poster 39)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Cognitive and Motivational Processes: Poster Session Five

Abstract

Empirical evidence on the undesirable impact of boredom on academic performance is rapidly growing. This stands in contrast to a scarcity of research syntheses, and their rather limited set of outcomes chosen for analyses (e.g., school grades). To synthesize findings more comprehensively, a new approach to conceptualize academic performance, by including cognitive, motivational, and behavioral factors, dispositions and results, is translated into a model on boredom and performance, and tested within a large-scale meta-analysis. Preliminary results (N=1083 effect sizes) show a significant overall effect (r=–.230, p<.001) for boredom and performance across all five performance categories. Heterogeneity in effect sizes could be explained by performance categories (F(4, 1083) = 9.2842, p<.0001), which supports the proposed model on boredom and performance.

Authors

• Lisa Stempfer, University of Vienna
  Presenting Author

• Thomas Goetz, University of Vienna
  Non-Presenting Author