Are Procrastinators Prone to Boredom?

Abstract

Undergraduate students (N = 146) completed both the Boredom Proneness Scale (BPS;Farmer & Sundberg, 1986) and the Procrastination Scale (PS; Tuckman, 1991). Results indicated that individuals high in procrastination possessed significantly high overall boredom proneness scores. Also, high procrastinators had significantly greater scores on 4 of the 5 BPS subscales labeled external stimulation, internal stimulation, affective responses, and perception of time.

The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review

“…Binnema (2004) and Strong et al (2003) Lack of meaning Theory Theory Jagacinski and Duda (2001) Lacking interest or enjoyment Theory Empirical Self-report Bargdill (2000a, b) Repressed drives Based on Fenichel (1953) Empirical Self-report Vodanovich and Rupp (1999) Motivational and time usage deficits, correlated with procrastination Based on Farmer and Sundberg (1986) Empirical Self-report Chen (1998) resistance due to lack of control in the learning process Empirical Empirical Brown's Q methodology Barbalet 1999), depression (Strong et al 2003;Johnson-Laird and Oatley 1989), repression (Bargdill 2000a;de Chenne 1988) frustration (Freeman 1993;Hillard 1988), meaninglessness (Binnema 2004), unpleasantness (Green-Demers 1997), and discomfort (Gabriel 1988; see Table 4 for a full review).…”

Boredom, "Trouble," and the Realities of Postcolonial Reservation Life

“…In several cultural groups, boredom-proneness has been found to be more common among younger males, which has been attributed to expectations that young men must be active and explorative-and thus are more likely to see their actual situations as comparatively boring (Farmer and Sundberg 1986;Sundberg et al 1991). Among college undergraduates (who comprise most of the participants in these studies), boredom-proneness has been associated with depression, hopelessness, and loneliness (Farmer and Sundberg 1986), as well as procrastination (Blunt and Pychyl 1998;Vodanovich and Rupp 1999). It has also been correlated with a dogmatic cognitive style, high tempo (meaning a preference for a fast-paced lifestyle), and lower levels of sociability, persistence, and inhibitory control of impulses and cravings (Leong and Schneller 1992).…”

“…Boredom is a taken-for-granted condition and only a small philosophical and humanistic literature concerned with its origins, ontology, and impact exists (Barbalet 1999;Healy 1984). Another body of literature, much of it psychological, focuses largely on the concept of boredomproneness and its various associations (Farmer and Sundberg 1986;Leong and Schneller 1992;Rupp and Vodanovich 1997;Sundberg et al 1991;Vodanovich and Rupp 1999;Vodanovich and Watt 1999). In both of these literatures, most of what is written about boredom has a decidedly European/Euro-American focus; indeed, very few empirical studies have examined boredom cross-culturally (Sundberg et al 1991).…”

The Relationship of Anxiety with Adjustment and Procrastination in Female High School Students

“…Evidence confirms that organizing mental health services at schools is the main strategy for improving the mental health of students and ultimately the entire society (Sadeghian et al, 2010). Vodanovich and Rupp (1999), in a study, indicated that students with high levels of procrastination significantly obtained higher scores on boredom. In addition, students with high procrastination significantly gained higher scores on external stimulation, internal stimulation, emotional responses, and time perception.…”