Self-control is critical for successful participation and performance in sports and therefore has attracted considerable research interest. Yet, knowledge about self-control remains surprisingly incomplete and inconsistent. Here, we draw attention to boredom as an experience that likely plays an important role in sports and exercise (e.g., exercise can be perceived as boring but can also be used to alleviate boredom). Specifically, we argue that studying boredom in the context of sports and exercise will also advance our understanding of self-control as (...) a reward-based choice. We demonstrate this by discussing evidence for links between self-control and boredom and by highlighting the role boredom plays for guiding goal-directed behavior. As such, boredom is likely to interact with self-control in affecting sports performance and exercise participation. We close by highlighting several promising routes for integrating self-control and boredom research in the context of sports performance and exercise behavior. (shrink)

Gender plays an important role in various aspects of second language acquisition, including lexicon learning. Many studies have suggested that compared to males, females are less likely to experience boredom, one of the frequently experienced deactivating negative emotions that may impair language learning. However, the contribution of boredom to gender-related differences in lexicon learning remains unclear. To address this question, here we conducted two experiments with a large sample of over 1,000 college students to explore the relationships between gender differences (...) in boredom and lexicon learning. In Experiment 1, a cohort of 527 participants completed the trait and state boredom scales as well as a novel lexicon learning task without awareness of the testing process. In Experiment 2, an independent cohort of 506 participants completed the same novel lexicon learning task with prior knowledge of the testing procedure. Results from both experiments consistently showed significant differences between female and male participants in the rate of forgetting words and the state boredom scores, with female participants performing better than male participants. Furthermore, differences in state boredom scores partially explained differences in the rate of forgetting words between female and male participants. These findings demonstrate a novel contribution of state boredom to gender differences in lexicon learning, which provides new insights into better language-learning ability in females. (shrink)

This paper introduces the hypothesis that boredom may be a decisive factor in the social outbreak that took place in Chile in 2019. It is based on another hypothesis that postulates that boredom can become a political emotion capable of unleashing a revolution when it affects an entire community. The main objective of the work is to explain the theoretical, philosophical framework in which the second hypothesis is inscribed and to give reasons why, if this is true, it could be (...) applied to the specific case of Chile. In this sense, an unpublished definition of the concept of boredom is first outlined and the literature that describes boredom as a reactive and political emotion is examined. Then, the Chilean socio-political context of the last forty years is analyzed in search of isolatable factors that may be related to the experience of boredom. Lastly, an original line of research is proposed on which to work to test both hypotheses in a broader project that aims to be able to predict when a social system is on the verge of collapse because of boredom. (shrink)

The broad spectrum revolution brought greater dependence on skill and knowledge, and more demanding, often social, choices. We adopt Sterelny's account of how cooperative foraging paid the costs associated with longer dependency, and transformed the problem of skill learning. Scaffolded learning can facilitate cognitive control including suppression, whereas scaffolded exchange and trade, including inter-temporal exchange, can help develop resolve.

We examined the hypothesis that boredom is likely to occur when opportunity costs are high; that is, when there is a high potential value of engaging in activities other than the researcher-assigne...

Conditions of low and high perceived control often lead to boredom, albeit for different reasons. Whereas, high perceived control may be experienced as boring because the situation lacks challenge, low perceived control may be experienced as boring because the situation precludes effective engagement. In two experiments we test this proposed quadratic relationship. In the first experiment we had participants play different versions of the children's game “rock-paper-scissors” in which they arbitrarily won or lost. Despite having only dichotomous conditions, participants reported (...) experiencing a broad range of levels of perceived control. Consistent with our predictions, boredom was highest at low and high levels of perceived control. Experiment 2 tested the notion that the mere prospect of gaining control may mitigate boredom. Participants given to believe that they could gain control over the game of rock, paper, scissors were less bored than those who believed there was no possibility of winning at greater than chance levels. This suggests that beliefs concerning prospective control, rather than a given level of perceived control per se, may predict engagement and boredom. (shrink)

In response to the coronavirus disease 2019 schools around the world have been closed to protect against the spread of coronavirus. In several countries, homeschooling has been introduced to replace classroom schooling. With a focus on individual differences, the present study examined 138 schoolers regarding their self-control and boredom proneness. The results showed that both traits were important in predicting adherence to homeschooling. Schoolers with higher levels of self-control perceived homeschooling as less difficult, which in turn increased homeschooling adherence. In (...) contrast, schoolers with higher levels of boredom proneness perceived homeschooling as more difficult, which in turn reduced homeschooling adherence. These results partially hold when it comes to studying in the classroom. However, boredom threatened adherence only in the homeschooling context. Our results indicate that boredom proneness is a critical construct to consider when educational systems switch to homeschooling during a pandemic. (shrink)

Governments have adopted strict home quarantine measures during the COVID-19 pandemic. A monotonous, barren, and under-stimulating environment can cause state boredom, and people often deal with boredom via novelty-seeking behavior. Novelty-seeking behavior can be divided into “novelty input” and “novelty output.” The former refers to obtaining novel information such as browsing the Web; the latter refers to engaging in creative behavior such as literary creation. This study explores the relationship between two types of novelty-seeking behavior and individual state boredom during (...) home quarantine, along with the moderation effect of trait creativity. The study sample consists of 582 Chinese college students who were quarantined at home during the COVID-19 pandemic. Participants completed the Multidimensional State Boredom Scale, the Williams Creativity Aptitude Test, and self-compiled questionnaires of novelty input and novelty output. The results show that there is no significant relationship between novelty input or novelty output and boredom during the COVID-19 quarantine. Trait creativity is found to negatively moderate the relationship between the two means of novelty seeking and boredom. Specifically, novelty output negatively predicts the state boredom of individuals with high creativity, while novelty input positively predicts the state boredom of individuals with low creativity. Our findings suggest that different novelty-seeking behaviors may have different effects on the boredom level of individuals with high versus low creativity during quarantine. During a quarantine period, individuals should avoid excessively engaging in novelty input behaviors aimed at escaping boring situations. (shrink)

There is little question as to whether there is good boring art, though its existence raises a number of questions for both the philosophy of art and the philosophy of emotions. How can boredom ever be a desideratum of art? How can our standing commitments concerning the nature of aesthetic experience and artistic value accommodate the existence of boring art? How can being bored constitute an appropriate mode of engagement with a work of art as a work of art? More (...) broadly, how can there be works of art whose very success requires the experience of boredom? Our goal in this paper is threefold. After offering a brief survey of kinds of boring art, we: i) derive a set of questions that we argue constitutes the philosophical problem of boring art; ii) elaborate an empirically informed theory of boredom that furnishes the philosophical problem with a deeper sense of the affect at the heart of the phenomenon; and iii) conclude by offering and defending a solution to the problem that explains why and how artworks might wish to make the experience of boredom key to their aesthetic and artistic success. (shrink)

The commentaries by Contesi, Hardcastle, Pismenny, and Gallegos pose pressing questions about the nature of boredom, frustration, and anticipation. Although their questions concern specific claims that I make in Propelled, they are of broad philosophical interest for, ultimately, they pave the way for a better understanding of these three psychological states. In my responses to the commentators, I clarify certain claims made in Propelled; provide additional support for my understanding of frustration; articulate the relationship between effort and value; defend the (...) claim that boredom is an emotion and discuss its formal object; and finally, consider the relationship between boredom (ordinarily understood) and deep or profound boredom. I am grateful to the commentators for engaging with Propelled. (shrink)

The functional theory of boredom maintains that boredom ought to be defined in terms of its role in our mental and behavioral economy. Although the functional theory has recently received considerable attention, presentations of this theory have not specified with sufficient precision either its commitments or its consequences for the ontology of boredom. This essay offers an in-depth examination of the functional theory. It explains what boredom is according to the functional view; it shows how the functional theory can account (...) for the known characteristics of boredom; and it articulates the theory’s basic commitments, virtues, and limitations. Ultimately, by furthering our understanding of the functional theory of boredom, the essay contributes to a better theoretical grounding of boredom. (shrink)

Bernard Williams has famously argued that an immortal life would necessarily be boring. Despite the obvious importance that boredom occupies in Williams’ argument, he says very little about the nature of boredom. In this paper, I argue that attention to the empirical literature on boredom reveals a serious flaw in Williams’ argument. Specifically, I show that there is no available explication of boredom that is supported by the empirical research and which at the same time establishes Williams’ conclusions.

Despite great progress in our theoretical and empirical investigations of boredom, a basic issue regarding boredom remains unresolved: it is still unclear whether the construct of boredom is a unitary one or not. By surveying the relevant literature on boredom and arousal, the paper makes a case for the unity of the construct of boredom. It argues, first, that extant empirical findings do not support the heterogeneity of boredom, and, second, that a theoretically motivated and empirically grounded model of boredom (...) (the functional account) supports the view that the construct of boredom is a unitary one. (shrink)

Media multitasking entails simultaneously engaging in multiple tasks when at least one of the tasks involves media. Across two studies, we investigated one potential trigger of media multitasking, state boredom, and its relation to media multitasking. To this end, we manipulated participants’ levels of state boredom using video mood inductions prior to administering an attention-demanding 2-back task during which participants could media multitask by playing a task-irrelevant video. We also examined whether trait boredom proneness was associated media multitasking. We found (...) no direct evidence that state boredom leads to media multitasking. However, trait boredom proneness correlated with greater amounts of media multitasking in Experiment 1, but not in Experiment 2. Surprisingly, in both experiments, post-task ratings of state boredom were equivalent across conditions, alerting us to the short-lived effects of video mood inductions and the boring nature of cognitive tasks. (shrink)

The continuous revaluation of rewards lies at the core of Ainslie's account of willpower. Yet, he does not explicate the underlying experiential mechanisms. We draw upon theoretical, neuroscientific, and computational evidence to demonstrate that boredom evokes revaluation. By biasing behavior toward exploration, boredom necessitates effortful willpower to balance it against exploitation, thereby rendering suppression a highly adaptive function of willpower.

Boredom is a frequently experienced and unpleasant state (Bench & Lench, 2019; Danckert et al., 2018; Eastwood et al., 2012) that people are experiencing more frequently (Weybright et al., 2020). W...

This is the introductory chapter to The Moral Psychology of Boredom (Rowman & Littlefield, 2021). It discusses the various ways in which boredom is morally significant and offers a summary of the experiential profile of boredom.