ABSTRACT
The present chapter addresses academic boredom—an emotion that is highly common in educational settings, consistently detrimental for learning and achievement in students, and receiving increasing attention in the research literature. Following a discussion of how boredom is defined and operationalized in an academic context, we outline empirical findings with respect to its frequency and intensity in student populations. Theoretical considerations and empirical findings are then addressed concerning the effects and antecedents of academic boredom as well as how students attempt to cope with it. From a research perspective, we then describe efforts to empirically assess academic boredom. Finally, this chapter concludes with recommendations for how academic boredom can be prevented in the classroom as well as suggestions for future research on boredom in students.
