Research On The Influencing Factor And Coping Strategy Of College Students' Academic Boredom

Academic boredom is an individual's boring experience in the academic situation.Due to the lack of learning stimulation or too much learning stimulation,it can not meet the needs of students and wake up the unbalanced negative emotions such as emptiness,irritability,boredom and restlessness.It is not only a kind of academic mood,but also a kind of boredom.Academic boredom is one of the academic problems frequently reported by students.However,at present,there are few studies on academic boredom among college students in China.There are only theoretical and preliminary empirical studies on individual studies,especially on the influencing factors of academic boredom.However,only by clarifying the mechanism of academic boredom can we deal with it correctly and effectively.Therefore,on the basis of existing theories and research results,this study selected classroom participation,academic self-efficacy,attribution style,achievement goals,perceived school atmosphere(environmental variables)as the influencing factors of college students' academic boredom,and discussed the mechanism of action among each other.To sum up,this study aims to explore the current situation,influencing factors and the mechanism between each factor of academic boredom among college students,in order to provide targeted coping strategies for solving the problem of academic boredom among college students.In study 1,the Chinese version of academic boredom scale was revised.Through four rounds of testing,932 valid samples were investigated and tested,including item comprehension test,exploratory factor analysis,confirmatory factor analysis,criterion validity test,internal consistency reliability test and retest reliability test.The results show that the Chinese version of academic boredom presents a two-factor structure.The common factor is academic boredom,and the special factor is concentration,constraint,boredom and distraction.The first two are class-related boredom,and the last two are learning-related boredom.There were 19 items in total and the score was 5 points.The internal consistency and retest reliability of the total scale were 0.827 and 0.602,respectively.The indicators of standard validity,aggregation validity and discriminant validity were ideal,which were suitable for measuring academic boredom of college students.Study 2 examined the status and characteristics of academic boredom and its influencing factors—classroom participation,academic self-efficacy,attribution styles,achievement goals,and school climate.2503 college students were surveyed using the Chinese version of the Academic Boredom Scale,Classroom Participation Scale,Academic Self-Efficacy Scale,Academic Achievement Attribution Scale,Quartile Achievement Goal Scale and School Climate Questionnaire.The results show that:(1)There are gender differences in both academic boredom and classroom boredom.The scores of boys are significantly higher than that of girls,and there is no gender difference in learning boredom;academic boredom,classroom boredom and study boredom have no differences in grades and home locations.;There is no difference between only-child and non-only-children in academic boredom and classroom boredom,but there is a significant difference in learning boredom,and the score of only-children is significantly higher than that of non-only-children.(2)There are significant gender differences in classroom participation and emotional participation.Girls score significantly higher than boys,but there is no gender difference in cognitive and behavioral participation;classroom participation and behavioral participation are significantly different in grades.The scores of students' classroom participation were significantly higher than those of seniors,and the scores of behavioral participation and classroom participation of freshmen were significantly higher than those of seniors;The differences were not significant.(3)There is no significant gender difference in academic self-efficacy and self-efficacy of learning behavior,but there is a significant gender difference in learning ability self-efficacy,boys score significantly higher than girls;academic self-efficacy and learning ability There is no significant difference in grades in self-efficacy,only learning behavior self-efficacy has grade differences,specifically,freshman and sophomore students' learning behavior self-efficacy scores are higher than seniors;There were no significant differences in the dimensions of family location;only the self-efficacy of learning behavior was significantly different between only-child and non-only-children,and the score of non-only-children was higher than that of only-children.(4)There were no significant differences in attribution scores in terms of gender,grade,family location,and only-child/non-only-child,and only individual dimensions showed differences.(5)There is a significant gender difference between mastery avoidance and achievement approach,which is that boys score higher than girls;mastery avoidance differs significantly in grades,freshman students have higher mastery avoidance scores than seniors,and achievement approach scores There are significant differences in grades.Freshmen's achievement approach scores are significantly higher than those of juniors and seniors,and seniors' achievement approach scores are higher than those of juniors;The difference is significant.The students whose families are located in urban areas have significantly higher achievement approach scores than those whose families are located in rural areas,and the students whose families are located in rural areas have higher achievement avoidance scores than those whose families are located in urban areas;There is a significant difference in females,and the score of only child is significantly higher than that of non-only children;(6)There is no significant difference in the scores of perceived school climate in terms of gender,family location,and only/non-only children;the perceived school climate is not significantly different in grades The difference is significant,the perceived school climate score of freshman students is higher than that of juniors and seniors.Study 3 examined and analyzed the influence mechanism of perceived school atmosphere,achievement goal,attribution style,academic self-efficacy and classroom participation on academic boredom.Research object and tools are the same as study 2.The results showed that :(1)Academic boredom is negatively related to classroom participation,academic self-efficacy,mastery approaching goals,performance approaching goals,and perception of school atmosphere,and positively related to attribution methods and performance avoidance;(2)Class participation,academic self-efficacy,perception of school atmosphere,mastery approaching negative predicts academic boredom,attribution methods and performance avoidance predicts academic boredom positively;(3)There are different mechanisms of influencing factors of academic boredom: perception of school atmosphere? attribution method ? academic boredom;perception of school atmosphere ?classroom participation ? academic boredom;perception of school atmosphere ?academic self-efficacy ? academic boredom;perception School atmosphere ? attribution method ? academic self-efficacy ? academic boredom;perception of school atmosphere? attribution method ? academic self-efficacy ? classroom participation ? academic boredom;perception of school atmosphere ? mastery approach ? classroom participation ? academic boredom;perception of school Atmosphere ? approach to mastery ? academic self-efficacy ? boredom in school;perceive school atmosphere ?approach to mastery ? academic self-efficacy ? classroom participation ? academic boredom.The direct effect is the perception of school atmosphere ? academic boredom.Based on the results of this research,the coping strategies for college students' academic boredom include enhancing classroom participation and focusing on classroom learning;enhancing college students' academic self-efficacy;guiding students to make reasonable attributions to academic success or failure;guiding students to set reasonable academic achievement goals;strengthen The construction of the school atmosphere in colleges and universities should focus on restructuring and building a good environment for educating people.