Boredom: That Which Shall Not Be Named

Boredom: That Which Shall not Be Named

By Jason Weinerman and Cari Kenner

ABSTRACT: Boredom carries a significant weight: One of the critical stages of beginning a It is not often spoken within the academic environ- discussion with students is to define boredom. ment. However, by ignoring how developmental Without a clear definition, students may not be and first-year students experience boredom, able to identify when they are bored or when they instructors are avoiding a topic that most stu- may be suffering from a more serious psycho- dents will encounter. We present information on logical ailment. Once boredom has been defined, the common causes of boredom, ways to detect instructors can present some of the challenges boredom, and the outcomes of boredom within that students may encounter when they face the academic environment. We conclude with a boredom. Finally, instructors need techniques lesson plan to assist instructors in recognizing the with which to engage with students about the idea of boredom and how students can overcome idea of boredom and how students can empower By being unwilling to academic boredom. themselves to reduce the danger from “that which shall not be named.” acknowledge and discuss the Although the higher education literature encour- ages active learning, student engagement, and Boredom Defined consequences of boredom in a learner centered environment, there is sel- One of the challenges with the concept of boredom discussion about how to help students dom is that definitions tend to be self-referential. the academic environment, overcome academic boredom. Titles such as For example, dictionary.com (2014) defines bore- Battling Boredom: 99 Strategies to Spark Student dom as “the state of being bored; tedium; ennui.” instructors are doing their Engagement (Harris, 2011), Student Engagement Merriamwebster.com (2014) defines boredom as Techniques: A Handbook for College Faculty “the state of being weary and restless through lack students a disservice. (Barkley, 2010), and You’ve Got to Reach Them of interest.” A second difficulty with the concept to Teach Them: Hard Facts About the Soft Skills of boredom is that it tends to be viewed as a nega- of Student Engagement (Schreck, 2011) provide tive emotional condition that is something that resources that can help instructors connect with is not discussed in polite company. Individuals their students and minimize the challenge of tend to avoid identifying another as boring or boredom. However, there is not the correspond- stating that the current situation is boring as ing literature that explores the idea of academic a way of maintaining social cohesion (Toohey, boredom from the perspective of the student. 2011). Another confounding factor when looking Rather, in the academic environment, the con- at boredom is the different viewpoints relating to cept of boredom is similar to Lord Voldemort in boredom from the psychological, social/socio- J.K. Rowling’s’ Harry Potter series. In the series, logical, and educational perspectives. Lord Voldemort is a character of such evil that Within psychology, boredom is defined as he is referred to as “He who must not be named” a trait or state emotional condition. According (Rowling & GrandPré, 1998). By being unwilling to Goetz, Cronjaeger, Frenzel, Lüdtke, and Hall to acknowledge and discuss the consequences of (2010), “trait emotions are seen as habitual boredom in the academic environment, instruc- recurring emotions typically experienced by an Jason Weinerman tors are doing their students a disservice: They fail individual whereas state emotions are viewed as Anoka Ramsey Community College to help students recognize the characteristics of emotions experienced at a specific point in time” 1019 Riverview Drive boredom and do not provide them with the skills (p. 45). In relation to the concept of boredom in Little Falls, MN 56345 for extricating themselves from those times when the educational environment, instructors should [email protected] students find learning boring. The little research have a more extensive understanding about the that does exist on boredom indicates that bored state condition of boredom. However, for those Cari Kenner students are likely to experience lower grades, who are interested in more information relating Saint Cloud State University higher rates of absenteeism, and be at greater to the trait of boredom, researchers (Farmer & Centennial Hall risk for dropping out (Daschmann, Goetz, & Sundberg, 1986; Harris, 2000; Mercer-Lynn, 720 4th Ave. S. Stupinsky, 2011), which does not bode well for Hunter, & Eastwood, 2013; Sundberg, Latkin, Saint Cloud, MN 56301 persistence to degree.

18 JOURNAL of DEVELOPMENTAL EDUCATION Farmer, & Saoud, 1991; Vodanovich, 2003) pro- • Apathetic boredom: learned helpless with parameters placed on them by adults. This con- vide a good foundation. characteristics similar to depression. cept of constraints ties back in with Pekrun’s Within the academic environment, a more Their study found these stages in high school CVT in which the lack of control and limited powerful definition has been forwarded from students, but the stages of boredom are likely to be value leads to boredom. Nett, Goetz, and Daniels (2010) who call boredom found among college students, particularly those Shaw, Caldwell, and Kleiber (1996) found “’An unpleasant, transient affective state’ that is who are in their first transitional year following that the amount of work was not related to the characterized by a severe lack of interest as well high school graduation. level of boredom. Even students who claimed as difficulty concentrating on the current activ- Boredom is also related to the perception they were overworked indicated they were bored. ity” (as cited in Fisher, 1993, p. 396). One of the of a given task. In Pekrun’s (2006) control-value Young adults who suffered from lack of time key features within this definition of boredom theory (CVT), students were asked to rate their defined themselves as bored if they were doing is that the condition is a transient affective state, perception of control and their value of a task tasks not of their own choosing. This concept which means boredom is a short-term emotional within the academic environment. When stu- of being bored when subjected to a task defined condition. As boredom is an emotional state, dents indicated low levels of perceived control and by another was also found in ‘leisure’ activities. Vogel-Walcutt, Fiorella, Carper, and Schatz identified the specific task as having low value, the Students who were doing an adult defined leisure (2012) have found that boredom can result in task was identified as boring. Eastwood, Frischen, activity frequently identified themselves as bored either heightened or suppressed arousal depend- Fenske, and Smilek (2012) build upon the CVT in whereas self-generated leisure activities resulted ing upon the individual and the specific situation. adding the component of being constrained. In in less boredom (Sharp, Caldwell, Graham, & Although Nett, Goetz, and Daniels’ (2010) situations where individuals find themselves pow- Ridenour, 2006). Among youth, boredom may be definition provides a clear understanding of erless to make changes to the situation, control a persona that is adopted as a form of resistance the parameters of boredom and how boredom is further diminished, resulting in increased to the restrictions imposed by the adult world. is different from other psychological conditions, levels of boredom. Greater student engagement is seen as a Mann and Robinson (2009) offer a definition that tool for helping students overcome boredom. is more in line with a common understanding Kuh, Klinzie, Buckley, Bridges and Hayek (as held by students, “Boredom is the result of having Boredom may be a persona cited in Harper & Quay, 2009) define student nothing to do that one likes” (p. 243). that is adopted as a form of engagement: Nett, Goetz, and Daniels (2010) indicate Student engagement represents two critical that boredom is a temporary emotional condi- resistance to the restrictions features. The first is the amount of time and tion; they expand upon the concept of boredom effort students put into their studies and beyond a simple emotional state by including imposed by the adult world. other educationally purposeful activities… several components: The second component of student engage- • affective: unpleasant, aversive feelings, ment is how the institution deploys its One of the temporal perceptions associated • cognitive: altered perception of time, resources and organizes the curriculum, with boredom is that individuals in the midst of other learning opportunities, and support • physiological: reduced arousal, boredom feel that time is slowing down and they services to induce students to participate in • expressive: facial, vocal, and postural expres- are stuck in the present without any future escape activities that lead to the experiences and sions of boredom, and or relief (Eastwood et al., 2012). This condition desired outcomes such as persistence, sat- • motivational: motivation to change the activ- of being stuck in the present is the opposite of isfaction, learning, and graduation. (p. 44) ity or to leave the situation. the condition of flow. Csikszentmihalyi (1990) defines flow as an optimal experience in which One of the challenges with using the tools By embracing a more expansive view of how individuals are in a state in which they “are so identified in much of the student engagement students experience boredom, instructors can involved in an activity that people will do it even literature as a way to overcome boredom is that it broaden their understanding of boredom as more at great cost, for the sheer sake of doing it” (p. 4). A identifies in-class practices rather than changing than an emotional state experienced in class or state of flow occurs when individuals have clearly the students’ emotional perspective or increasing during a particular academic activity. Students defined goals and are participating in a task in student control or value. Research by Skidmore are likely to experience boredom as a multifaceted which their skill set matches the requirements (2002) and Gasiewski, Eagan, Garcia, Hurtado, condition and can learn the skills to recognize of the task. Flow is the opposite of boredom. and Chang (2012) indicates that students with and overcome boredom by addressing the indi- Individuals in a state of flow will embrace the more intrinsic motivation or who had a previ- vidual components as they come to identify them. task whereas those in the midst of boredom will ous experience with the course material placed Goetz et al., (2013) identify five different suffer through the task, desperate for the chance more value on the material and were less likely states of boredom based upon the level of arousal to escape. to be bored, regardless of the presentation style. and the positive/negative emotions. Sociology also provides an explanation of Some students were even negatively disposed to • Indifferent boredom: low arousal and slightly boredom, particularly in relation to adolescents the engagement activities such as small-group positive emotions. and young adults. Brumhead, Searle Trowbridge, discussions with their peers because of the desire and Williams (1990) worked with urban youths to be taught by someone with more experience • Calibrating boredom: higher arousal and and identified that boredom was a component (the instructor) rather than work with peers slightly negative emotions. of the adolescent persona. The youths in this (Herrmann, 2013). Exeter, Amerantunge, Ratima, • Searching boredom: active state and looking study identified themselves as having nothing Morton, Dickson, Hsu, and Jackson (2010) high- for something to do. do, which resulted in boredom. However, fur- light that faculty can reduce student boredom by • Reactive boredom: unhappy, angry, and ther exploration revealed that boredom resulted demonstrating passion about the material they aggressive with a desire to escape. when the young adults were constrained by the are teaching. However, an instructor’s interest

VOLUME 40, ISSUE 1 • FALL 2016 19 in the material may bias their impression of the college instructors use words like engagement, Nett et al.’s (2010) definition of boredom as level of student engagement within the class, motivation, or concentration. Although these “An unpleasant, transitive affective state…” can mistaking personal passion for student interest. concepts may be useful euphemisms for instruc- serve as the technical framework, whereas Mann tors to avoid directly stating boredom, these and Robinson’s (2009) “Boredom is the result of Risks Associated with Boredom euphemisms distract from acknowledging the having nothing to do that one likes” serves as According to Toohey (2011), the results of bore- problem. When students label a course or an the vernacular concept that allows instructors dom can range from mild and uncomfortable instructor as “boring,” they are using a common to frame the idea of boredom. The five kinds of to severe and life threatening. On the mild end language definition and deflecting the blame to boredom identified by Goetz et al. (2013) allows of the spectrum, individuals who are bored may an external force. By not directly using the word for a deeper discussion as to the different kinds daydream to escape. For individuals prone to boredom in their responses to the common com- of boredom and how the emotional expression chronic boredom, escape may involve risk taking plaint or as part of the study strategies or first-year of boredom can lead to a variety of challenges, activities or the use of drugs or alcohol as an curriculum, instructors are avoiding speaking depending upon the specific level of boredom. escape from the angst associated with a general- in the language used by their students. And they We have found that students need minimal ized state of boredom. may not be providing tools to help students cope prompting to identify specific times within a Daschmann et al. (2011) cite several studies with the transient boredom that can occur while class when they have experienced the different that document specific problems associated with students are attending lectures, reading texts, or levels of boredom. students who experience high levels of boredom. studying for exams. This introduction of the concept of boredom From the societal perspective, students suffer- In order to help students identify, under- can be concluded by introducing the specific ing from excessive boredom may engage in drug stand, and develop a mechanism to cope with components of a boredom event as defined by abuse, delinquency, inappropriate eating behav- academic boredom, we recommend instructors Nett et al. (2010). These include affective, cogni- iors, or experience hostility or depression. In the deal with the topic directly in an independent tive, physiological, expressive, and motivational academic setting, students who experience high classroom lesson. We have used the following components. Using simple scenarios such as the levels of boredom may get lower grades, have following exercise serves to assist the students in increased school absenteeism, or drop out of the understanding the nuances associated with each educational system altogether. An instructor’s interest in component and how the five components relate In relation to developmental education the material may bias their to each other. fields, there have been a few studies that indicate A short exercise we have used to demonstrate boredom can inhibit academic progress. Graesser impression of the level of the physiological and expressive components and D’Mello (2012) reviewed the kinds of read- of boredom in class is to get students to adopt ing that may generate boredom among college student engagement within postures that may induce boredom. Having stu- students. According to their findings, readings the class. dents slouch in their seats or lean on their desks that were not relevant, too difficult, or too easy with their heads on their hands while visually were seen as boring. Readings that were seen as focusing on an undefined middle distance are interesting were those that slightly challenged lesson to assist students in meeting the following typical expressive and physical postures that the student’s abilities and were relevant to the learning objectives: can lead to boredom. Having the students shift course. For those students required to enter a • Define boredom and explore the differ- from these postures to a more attentive posture sequence of developmental courses, one of the ent kinds of boredom that students may where students holds themselves erect in their key features in lack of persistence has been stu- encounter. chairs and focus on the instructor or the notes dents who may complete one, or even two, of on the board allows the students to experience • Explore both academic and societal problems their required courses but failed to complete the the sensations of greater engagement with the associated with boredom. entire sequence. course material and a redirection away from a One of the causes for this may be the frustra- • Identify immediate causes of boredom. boredom inducing behavior. tion of students who get bored in later courses • Recommend strategies for overcoming when they perceive they are repeating material boredom. Problems Associated with Boredom from an earlier class as they begin the next class During the discussion of when students have (Bailey, Jeong, & Cho, 2010). Beyond the course- Defining Boredom faced boredom in college or university, we rec- work and sequences required of several develop- Opening the class on boredom with the question ommend the inclusion of a discussion on what mental courses, boredom can also be related to “How many of you have been bored this semes- happens when students are bored. Leading having a lack of a goal for attending college or a ter?” usually startles students. For instructors questions such as “How do you think boredom university. Students with strong goals are highly who are willing to challenge their students, the influences your attention in a lecture hall or when motivated to power through boredom; those with question can be reframed to explore when stu- reading a textbook?” or “What are some of the lesser goals may not have had the fortitude to dents have experienced boredom within this par- unproductive ways that students can deal with overcome boredom and persist to graduation, or ticular course. We have found that by following boredom?” can be used as points that will lead even the higher level courses (Carranza, 1999). this question with a short discussion about what into an analysis of the problems associated with Boredom Busting: A Lesson Plan students mean when they identify something academic boredom. These include the problems as boring or those times when they have been identified by Daschmann et al. (2011): poor Boredom as an emotional construct is something bored generates many definitions of boredom. grades, absenteeism, and dropping out. Societal likely to be faced by most students. However, This allows for a transition into exploring the problems include drug use, depression, eating boredom is seldom mentioned as a stand-alone larger idea of boredom. disorders, and hostility. We encourage students concept. Rather than use the word boredom, to think about third parties whom they may know

20 JOURNAL of DEVELOPMENTAL EDUCATION who have faced such issues and how boredom boredom, but we remind students that these are capabilities could also produce boredom might may have contributed to these problems. In secondary factors and highlight that the internal be a new concept. Introducing students to the the case of societal problems, we have worked control variables have more import and allow for idea that they may disengage when material is through why some problems are associated with a more effective response to boredom. too difficult allows students to understand why higher levels of boredom and how poor decision We have used the “Four Whys” exercise to they may be having boredom issues in higher making driven by boredom can exacerbate these help students specify value for college courses level coursework or in coursework that is outside problems. and classes. The Four Whys exercise begins with of their traditional frame of academic reference. Mann and Robinson’s (2009) definition— students answering four questions: This concept of material being less demand- “Boredom is the result of having nothing to do • Why are you attending college? ing than a student’s skill level may be a specific that one likes”—calls for exploration of the idea challenge for students who feel unjustly enrolled • Why did you register for this course? of boredom occurring when a student is trapped in a developmental education course. One exer- in an environment where she or he does not want • Why are you attending this class today? cise that has been helpful in demonstrating the to be. With boredom in the classroom being an • Why are you sitting in your specific seat? value of a developmental education class is to immediate emotional response, it is useful to use excerpts from an online discussion ques- work through a “Decision Result Tree” exercise. The first three questions require students to tion from previous classes. At the conclusion of In the collegiate environment, unlike the K-12 explore their values in an increasingly specific each class, students identify the most valuable environment, a student is not compelled to attend framework. Why are you attending college asks thing gained from the class. Each class usually class. If a student chooses not to attend a bor- students about their overall perspective on higher has at least one student who indicates she or he ing class, that is a specific decision she or he is education. The second why relates to registering took the class with low expectations but gained making. By using a decision tree, students can for specific courses. For many students, registra- at least one particular useful insight. Sharing explore how the midterm results of their deci- tion for developmental education courses has the insights of previous students allows current sions to avoid potentially boring situations can been required due to the results of an Accuplacer students to see they are not alone in their feelings result in less desirable long-term outcomes. Many toward this class. We then ask students to identify students attend college to improve their job and if specific stories spoke to them and why. With life prospects. Mapping out how skipping boring Students can find additional proper prompting, students can find additional classes inhibits achieving these long-term goals value in understanding how value in understanding how a developmental allows students to have a better understanding course relates to strengthening their academic of the consequences of their decisions to avoid a developmental course foundation rather than being a sign of academic something which may they find boring. relates to strengthening deficiency. Identifying Immediate Causes of their academic foundation Introducing Methods for Overcoming Boredom Boredom rather than being a sign of Following the discussion of problems related to Once students have grasped the concepts of aca- boredom, we move on to the idea of recogniz- academic deficiency. demic boredom and learned ways to identify their ing the different components of boredom and own academic boredom, we conclude with ways how one’s perspectives can influence a boredom or other assessment test. This involuntary place- to overcome boredom when it strikes. Nett et al., experience and the ability to overcome boredom. ment removes control from the student and may (2010) provide three coping strategies students Asking students about their motivations for have the student focus on a deficiency rather than use when experiencing boredom. Evaders are attending college is a useful starting point for the value of the course in enhancing her or his students who use avoidance strategies to escape helping students position themselves as the con- academic foundation. The why are you attending the boring situation. These students seek other trollers of their boredom. Using Pekrun’s (2006) class today question allows students to explore things to do rather than engage with boring control-value theory, we have found that students how developing goals for each class can enhance material. Criticizers are students who view their can easily identify several reasons (values) for focus on the material and identify specific objec- boredom with disapproval and seek to reduce attending college but may struggle with finding tives for each class. The final why question asks the level of boredom by shifting responsibility value in specific courses including developmental students to consider how their choice of seating to (or blaming) the teacher to make the mate- courses and general education requirements. in the class can bring them into more direct con- rial more interesting rather than trying to find Once we have built the value side of the equation, tact with the instructor and the material (e.g., internal ways to cope with the boredom incident. we work with students to identify internal control by sitting near the front center of the class) or Reappraisers are students who realize boredom factors including motivation, focus, and interest. distance the student from the material and allow is an internally derived state and take active However, we also recognize there are external for more distractions (e.g., sitting in the rear or steps to re-engage with the material. They seek control factors including the environment and the wings of a class). to change their view of the boring situation and teaching methods that can influence one’s level A final step for assisting students in identify- use some of the previously identified internal and of boredom. The use of the video segment of Ben ing causes of boredom is to help them recognize external motivators to increase the value of the Stein giving the economics lecture in the movie that boredom is both a condition of the mate- content or the course. These reappraisers regain Ferris Bueller’s Day Off is a humorous tool for rial’s level of demand and a student’s capability a level of control over the material by placing bringing in external content, which can stimulate (Pekrun, Goetz, Titz, & Perry, 2002). Students the content within their larger values system. By further discussion about the specific student- are likely to easily grasp the idea that easy mate- allowing students to role play with the different actors reaction to boredom. These are tools for rial might result in boredom. However, the idea coping strategies, instructors can have students demonstrating how external factors can lead to that material that is more difficult than their exercise the language of coping with boredom

VOLUME 40, ISSUE 1 • FALL 2016 21 and recognize that boredom is something that communicated to students unintentionally by children. Adults should be able to overcome can be overcome. advisers and counselors. Additional research boredom, rendering it unworthy of discussion. Building on the reappraiser strategy, students focusing on how advisers and counselors are Unfortunately, this lack of discussion on the role should be introduced to the idea of motivation. communicating the value of developmental boredom plays in the academic environment may The Center for Teaching at Vanderbilt University education classes will provide information on create a condition in which students are left with (2014) identifies two sources of motivation that the role of language in framing the expectations no option but to suffer through the challenges can help students identify a reason to overcome of developmental education students before they and consequences that arise from being bored. academic boredom. The first is internal motiva- even enter the classroom. Although most college students are likely to suffer tion, which includes a student’s fascination with Boredom within the academic environment from periods of boredom, those who are unable the subject, a personal sense of accomplishment, may also be influenced by the demographic fac- to develop strategies to deal with these periods and a sense of calling with the material. For tors of students. Vodanovich and Watt (1999) of boredom may find their grades suffering and, students who have difficulty finding a source of analyzed a variety of cultures and found that in the worst case, sliding down a path that leads internal motivation for the particular material, Europeans were more prone to boredom than to their dropping out. external motivation can include parental expecta- other cultures, and there were differences within Much of the treatment of boredom in the tions, grades, and future earning potential. European cultures in relation to susceptibility to higher education setting appears to focus on the To reinforce these ideas, we return to the boredom. A pilot study we conducted of students role of the instructor in creating lesson plans Four Whys exercise, specifically why are you in enrolled in a First Year Experience course at a that keep their students engaged with the course college and why are you taking this class. One community college indicated some differences material. Although this emphasis on more stu- instructor relates a personal story about going between adult learners and traditional students. dent engagement can provide tools for instruc- to college based upon parental and community A chi squared analysis of 70 students (55 students tors to make their courses more interesting to expectations: The loose connections created by between 18 and 24 years old and 15 students older students, such a focus creates a perception that these external motivational factors did not foster than 55) indicated that adult learners experienced boredom is under the control of the instructor. an internal investment in the process and led to a By focusing on the role of boredom in content struggle with boredom. Continuing the exercise delivery, instructors are missing the opportu- with my academic development, I identify the Personal stories would allow nity to address boredom from the perspective experiences through which I developed internal practitioners to see boredom of students. motivation and how that led to more engagement, Students can learn to monitor their own active learning, and higher grades. We have found from the other side of the levels of boredom and learn skills that can allow that students relate well to stories in which their them to work through periods of boredom. By instructors struggled with the academic environ- desk. providing students with the skills to recognize ment and were still able to succeed and even move and deal with boredom, instructors can encour- from the role of student to instructor. boredom differently than their traditional-aged age students to become more actively involved peers in relation to the material being easier (x2 with their educational experience. It is likely Implications for Future Research = 0.16), the material being harder (x2 = 0.22), or that most students will experience some level As boredom is an understudied area within the the material not being relevant to their overall of academic boredom while they are attending developmental education field, there are several academic goals (x2 = 0.13). Although none of these a college or university. Rather than avoiding the areas in need of additional research. Based upon factors reached the x2 = .10 statistically significant issue of boredom, instructors can bring the topic Pekrun’s (2006) control-value theory, students level, preliminary findings indicated adult learn- into the light of day. As Harry Potter and his who are enrolled in developmental educational ers may experience boredom differently from classmates learned, the evil that is not named is courses due to direct placements may feel a lack their traditional student counterparts. Further often far more terrifying than the evil which is of control over their academic careers. In addi- research on how boredom influences students known and directly addressed. tion, these students may place a low value on the from different demographic classifications would information presented within the developmental help determine if boredom is a more significant References education course. The combination of low con- influence among particular groups of students. Bailey, T., Jeong, D. W., & Cho, S. (2010). Referral, trol and low value will often result in boredom. Finally, a qualitative study examining stu- enrollment, and completion in developmental Research to clarify the role of control and value dents’ experiences in their own words would education sequences in community colleges. as a driver of boredom within developmental be useful for getting a personal perspective of Economics of Education Review, 29(2), 255-270. education courses can inform efforts to either the challenge that boredom creates within the Barkley, E. F. (2010). Student engagement increase student control or enhance the value academic environment. These personal stories techniques: A handbook for college faculty. of developmental courses within the student’s would allow practitioners to see boredom from San Francisco, CA: Jossey-Bass. academic framework. the other side of the desk. Allowing student voices Brumhead, F., Searle, M., Trowbridge, R., & The concept of value of developmental educa- to frame the discussion on boredom could allow Williams, B. (1990). Boredom in suburbia. tion courses as a driver of boredom should also be instructors to hear of struggles that may be occur- Youth Studies, 9(4), 19-34. explored outside of students’ in-class experience. ring within students that they are uncomfortable Carranza, C. (1999). Listen to what students There have been efforts to eliminate or diminish directly voicing. say. Research and Teaching in Developmental the role of developmental education within the Education, 16(1), 81-88. higher education system (Flannery, 2014). These Conclusion Center for Teaching, Vanderbilt University. efforts may further stigmatize developmental In Toohey’s (2011) Boredom: A Lively History, (2014). Motivating students. Retrieved from education courses within college or university one of the challenges of dealing with boredom http://cft.vanderbilt.edu/teaching-guides/ systems; the underlying disapproval may be is that it is viewed as a condition suffered by motivating-students/

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