Examining the factor structure and validity of the English Precursors to Boredom scales

Virginia M. C. Tze; Lia M. Daniels; Robert M. Klassen

doi:10.1016/j.lindif.2014.03.018

Examining the factor structure and validity of the English Precursors to Boredom scales

Virginia M. C. Tze, Lia M. Daniels, Robert M. Klassen

Education

Research output: Contribution to journal › Article › peer-review

Abstract

The primary goal of this study was to investigate the factor structure and validity of the English Precursors to Boredom Scales (E-PBS) in a sample of Canadian college students. Findings showed that the factor structure and item loadings of the E-PBS were comparable with those published on German samples. In addition, the present study examined criterion-related evidence between the E-PBS and students' self-efficacy for self-regulated learning (SESRL) and achievement. Our results showed negative associations between SESRL and four antecedents to boredom (i.e., being bored due to over-challenged, lack of meaning, opportunity costs, and general boredom tendency), whereas only one significant correlation—between being under-challenged and students' achievement—emerged.

Original language	English
Pages (from-to)	254-260
Number of pages	7
Journal	Learning and individual differences
Volume	32
Early online date	1 Apr 2014
DOIs	https://doi.org/10.1016/j.lindif.2014.03.018
Publication status	Published - May 2014

Keywords

Scale validation
Precursors to boredom
Self-efficacy for self-regulated learning
Achievement

Access to Document

10.1016/j.lindif.2014.03.018

Cite this

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title = "Examining the factor structure and validity of the English Precursors to Boredom scales",

abstract = "The primary goal of this study was to investigate the factor structure and validity of the English Precursors to Boredom Scales (E-PBS) in a sample of Canadian college students. Findings showed that the factor structure and item loadings of the E-PBS were comparable with those published on German samples. In addition, the present study examined criterion-related evidence between the E-PBS and students' self-efficacy for self-regulated learning (SESRL) and achievement. Our results showed negative associations between SESRL and four antecedents to boredom (i.e., being bored due to over-challenged, lack of meaning, opportunity costs, and general boredom tendency), whereas only one significant correlation—between being under-challenged and students' achievement—emerged.",

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AU - Daniels, Lia M.

AU - Klassen, Robert M.

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N2 - The primary goal of this study was to investigate the factor structure and validity of the English Precursors to Boredom Scales (E-PBS) in a sample of Canadian college students. Findings showed that the factor structure and item loadings of the E-PBS were comparable with those published on German samples. In addition, the present study examined criterion-related evidence between the E-PBS and students' self-efficacy for self-regulated learning (SESRL) and achievement. Our results showed negative associations between SESRL and four antecedents to boredom (i.e., being bored due to over-challenged, lack of meaning, opportunity costs, and general boredom tendency), whereas only one significant correlation—between being under-challenged and students' achievement—emerged.

AB - The primary goal of this study was to investigate the factor structure and validity of the English Precursors to Boredom Scales (E-PBS) in a sample of Canadian college students. Findings showed that the factor structure and item loadings of the E-PBS were comparable with those published on German samples. In addition, the present study examined criterion-related evidence between the E-PBS and students' self-efficacy for self-regulated learning (SESRL) and achievement. Our results showed negative associations between SESRL and four antecedents to boredom (i.e., being bored due to over-challenged, lack of meaning, opportunity costs, and general boredom tendency), whereas only one significant correlation—between being under-challenged and students' achievement—emerged.

KW - Scale validation

KW - Precursors to boredom

KW - Self-efficacy for self-regulated learning

KW - Achievement

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DO - 10.1016/j.lindif.2014.03.018

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JO - Learning and individual differences

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