Leisure and Boredom

Abstract

Inspired by recent reports that boredom is becoming an increasingly greater indi vidual and societal problem, this study sought answers to the following questions:What factors contribute to the sense of leisure as boredom? How is the sense of leisure as boredom related to leisure and life satisfaction? Based upon the data obtained from the responses of 134 community residents, the results indicated, in complete support of the theoretical predictions, that leisure attitudes, leisure reper toire, self-motivation, and awareness of the psychological value of leisure were negatively and significantly related to the boredom perception, while the contribu tions of work attitudes and leisure constraints to boredom in leisure were signifi cant and positive. The boredom perception was negatively (significantly) related to leisure satisfaction, but not related at all to life satisfaction. Awareness of the psychological value of leisure was by far the best predictor of the boredom percep tion, with its contribution to the total multiple R2 (.60) being one-half (.30). These results have important implications for those educators and practitioners who are making people cognitively conscious of the potential of leisure to enrich their lives.Amid unprecedented affluence, personal freedom to match, and rap idly advancing technology, boredom has become a serious obstruction to the search for and maintenance of happiness and mental health in many lives (Bernstein, 1975). Boredom is becoming a major individual and social problem, not only to the middle-aged but to the young as well (Keen, 1977). A danger with chronic boredom is that it is a form of depression that may lead to far more suicides than generally recog nized (Bernstein, 1975).

Dimensions of self-selected leisure activities, trait coping and their relationships with sleep quality and depressive symptoms

“…Recent research highlights general dimensions of leisure coping such as a self-determination disposition, empowerment, positive impact, companionship, boredom and palliative coping (Carruthers & Hood, 2007;Iso-Ahola & Mannell, 2004;Iwasaki & Mannell, 2004;Sharp et al, 2011). Other work suggests that absorbing or engrossing oneself in the SSLA (but not relaxing) as an important moderator to the health effects of leisure (Zawadzki, Smyth, Merritt, & Gerin, 2013b).…”

“…For instance, the hedonic treadmill (Diener, Lucas, & Scollon, 2006) emphasises that specific experiences momentarily influence happiness, and that repeated positive events can continue to promote more positive mood states. Recent leisure research suggests that intrinsic motivation in one's leisure predicts more happiness (Carruthers & Hood, 2007;Iso-Ahola & Mannell, 2004 Difficulty People might avoid difficult or challenging SSLAs as they may undermine self-confidence and sense of control (Havitz et al, 2013;Iso-Ahola & Mannell, 2004;Iwasaki & Mannell, 2004). Furthermore, a major barrier with interventions is adherence, with difficulty of related activities as a prime culprit for poor retention rates and by extension less long-term benefits (Bosworth, Powers, & Oddone, 2010).…”

“…recreational facilities or home setting; Iso-Ahola & Mannell, 2004), or as the amount of free time spent away from obligations like paid work or caregiving (Siddiquee et al, 2016;Trenberth & Dewe, 2005). We suggest that the activity or location of the activity is less essential than if the activity is perceived as relaxing and able to mentally take oneself away from the stress of life (Iso-Ahola & Mannell, 2004).…”

“…intrinsic desires and beliefs) than what they do in any other context (Kleiber et al, 2011). Self-selection of the activity is key for sense of control (Iso-Ahola & Mannell, 2004), enjoyment and sustainability.…”

Engage Them, Don’t Enrage Them – Student Voices and What It Takes to Participate

“…Existing research suggests that classroom boredom materializes as a result of three possible factors: (a) students dislike the material and therefore are unable to achieve class stimulation (Iso-Ahola & Weissinger, 1987), (b) they find the material "uninteresting" or "irrelevant" to their study interest (Csikszentmihalyi, 1990), and (c) if they experience inadequate teacher interaction (Iso-Ahola & Weissinger, 1987;Weissinger, Caldwell, & Bandalos, 1992). If those feelings transpire, students disengage educationally, and mirror this disengagement through the experience of boredom (Eccles et al, 1993).…”