ABSTRACT
While researchers are still discovering the negative implications of boredom in various domains, its overall magnitude and persistence at school suggests that research should consider intervention research for reducing boredom. In this chapter, we discuss the importance of focusing on the multi-faceted nature of emotions as articulated by the Control-Value Theory in the development of an intervention to alleviate boredom. Relying on a strong theoretical framework of emotions allows us to build an intervention based on cognitive-behavioural and emotional regulation approaches that have proven successful in modulating other negative emotions. In psychological research, the cognitive-behavioural approach has received empirical support (e.g., Hofmann et al., 2012) regarding its effectiveness in treating emotional disorders such as anxiety. In contrast, emotion regulation tends to be an approach accessible to regulating all levels and valences of emotions. Boredom is typically experienced as a sub-clinical emotion and is not a diagnosable emotional disorder (e.g., Pekrun & Loderer, 2020); however, its impact on students is substantial and should not be taken lightly. Recognizing this distinction, we draw on both cognitive-behavioural and emotion-regulation approaches in offering recommendations for designing a boredom intervention and providing preliminary evidence.
