Boredom and alienation during online education in Palestinian universities: a socio-philosophical perspective

Hamamra, Bilal Tawfiq; Qabaha, Ahmad

doi:10.1080/10494820.2023.2215289

Cited by 2 publications

(2 citation statements)

References 27 publications

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“…Furthermore, the interaction between affective state and personality in different contexts should be considered in predicting creativity (Akinola & Mendes, 2008;Chamorro-Premuzic & Furnham, 2008;Farmer & Sundberg, 1986;Kashdan et al, 2004;Tamir, 2005;van der Zanden et al, 2020;Watt & Blanchard, 1994;Zenasni & Lubart, 2008). The most important variables in the context of education include instructional quality, teacher support and resonance, and social affiliation (Ahmed et al, 2010;Hamamra & Qabaha, 2023;Pekrun, 2006Pekrun, , 2017Pekrun et al, 2002;Sakiz et al, 2012). These factors should also be examined in terms of the contextual features that characterise learning situations in relation to creativity (Csikszentmihalyi, 1990;Nakamura et al, 2021;Plucker et al, 2004;Schuler & Görlich, 2007;Westgate & Wilson, 2018).…”

Section: Outlook For Future Researchmentioning

confidence: 99%

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

Zeißig,

Kansok‐Dusche,

Fischer

et al. 2024

Review of Education

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Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string‐guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi‐experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.

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Section: Outlook For Future Researchmentioning

confidence: 99%

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

Zeißig,

Kansok‐Dusche,

Fischer

et al. 2024

Review of Education

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“…When extraneous, normative, and artificial learning environments are implemented in schools that have nothing in common with learning situations in the world, these educational environments alienate children from their diverse social backgrounds, cultural and ethnic imprints, or family references (Wheldall and Glynn, 1988 ; Csikszentmihalyi, 2000 ) and cause boredom (Tolor, 1989 ; Belton and Priyadharshini, 2007 ). Non-dialogic forms of online instruction that impede direct interactions between students and instructors are also found to have a profoundly alienating effect (Hamamra and Qabaha, 2023 ) - a desiccation of the inner world (Revers, 1949 ). Accordingly, boredom may serve students to distance themselves from certain tasks or environments (Breidenstein, 2007 ) that are perceived as pointless or meaningless because they are not mentally nourishing.…”

Section: Boredom As a Barometer For The Nutritional Value Of The Ment...mentioning

confidence: 99%

Boredom as the originator of a desideratum - reflections on the creative and suppressive consequences of boredom in the school context

Zeißig

2023

Front. Sociol.

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Bored children begin to draw, do crafts, to fidget - or they do something bad. Others fall silent, withdraw, or become lethargic. Research on school-related boredom has focused primarily on the negative consequences of boredom, such as decreased cognitive performance, motivation or attentativeness, or disruptiveness. These negative aspects of boredom can be contrasted by the notion that boredom can promote creative performance. This paper reflects on boredom's creative and suppressive consequences as an interplay of personality traits and behavioral possibilities in school situations, on the one hand, and as an interplay of situational experiences with constituent developmental processes on the other. It is proposed that boredom is a gauge of the learner's resonance with school content, learning and/or developmental relationships. Boredom indicates a psychological need and its desideratum. Thus, both creative and suppressive potentials are inherent in boredom.

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Boredom and alienation during online education in Palestinian universities: a socio-philosophical perspective

Cited by 2 publications

References 27 publications

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings

Boredom as the originator of a desideratum - reflections on the creative and suppressive consequences of boredom in the school context

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