The happy learner: Effects of academic boredom, burnout, and engagement — ASN Events
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The happy learner: Effects of academic boredom, burnout, and engagement (#616)

Christiaan I Bekker 1 , Ian Rothmann 2 , Magdalena M Kloppers 3
  1. North-West University Vanderbijlpark Campus / Optentia Research Unit, Vanderbijlpark, GAUTENG, South Africa
  2. Optentia, Optentia Research Unit, Vanderbijlpark, Gauteng, South Africa
  3. Education, Self-directed Learning, Potchefstroom, North-West , South Africa

Background

Academic boredom is a "silent" but complex aspect of achievement emotion that is negatively associated with optimal learning in formal educational settings. It can impair learners' physical and psychological health, which, in turn, can harm their perceptions of their abilities, leading to feelings of inadequacy. Research suggests that overall diminished quality of life and low life satisfaction, learner burnout and learner disengagement, and lower levels of achievement are consequences of academic boredom.

Aims

This study aimed to investigate the impact of demographic and contextual variables on boredom in English and mathematics and to test structural models of boredom, learner burnout, learner engagement, and life satisfaction.

Method

Using a cross-sectional survey design and a convenience sampling technique, 544 secondary school learners in the Sedibeng District, Gauteng, South Africa, took part in the study. The participants completed the Achievement Emotions Questionnaire - English, the Achievement Emotions Questionnaire - Mathematics, the Schoolwork Engagement Inventory, the School Burnout Inventory, and the Satisfaction with Life Scale.

Results

The results showed that Afrikaans as the home language, the final mark for English in the previous examination, caregivers that cannot help with English homework, and disliking the English teacher predicted boredom in English. Afrikaans as the home language, marks for mathematics in the previous examination, not having the ability to focus on schoolwork at home, and disliking the mathematics teacher predicted boredom in mathematics. Boredom in mathematics and English resulted in an increase in learner burnout and a decrease in learner engagement. Boredom in mathematics and English indirectly affected life satisfaction via learner burnout and engagement.

Conclusion

Certain demographic variables and contextual factors play a role in the experience of academic boredom. This study provides valuable information for educators who wish to see happier, more engaged learners in their classes. Results from this study could inform the development of psychoeducational interventions to minimize the effects of academic boredom for these learners within the South African context.

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