The Academic Boredom Survey Instrument (ABSI): a measure of trait, state and other characteristic attributes for the exploratory study of student engagement

Abstract

In this article, we present details of a new Academic Boredom Survey Instrument (ABSI) incorporating different measures of academic boredom's trait, state and other characteristic attributes for the exploratory study of student engagement in Higher Education (HE). Developed from a review of international research literature and our own empirical work in the field, validation of the ABSI proceeded in detail from a sample of 408 undergraduates enrolled on 16 arts, humanities and science degree programmes at two universities and two further education colleges in the UK. In terms of the ABSI's embedded trait and state questionnaires alone, Exploratory and Confirmatory Factor Analysis resulted in the establishment of three scales, with associated subscales, for general use (boredom proneness and class-and study-related boredom). Together with other characteristic attributes (e.g. sites and triggers, boredom frequency, feelings, coping strategies and revision and assignment boredom), additional data obtained from a modified version of the Shortened Experiences of Teaching and Learning Questionnaire (SETLQ) and course grades from student records, correlation and cluster analysis contributed further in terms of determining the robustness and value of the ABSI as an exploratory tool, as well as highlighting the predictive and diagnostic potential afforded when using complementary research instruments in combination. Offering availability for interdisciplinary use and critical comment across the UK HE sector as a whole, the ABSI has particular relevance in terms of designing and delivering courses, the professional development of staff, student profiling and the provision of student support.

Self-efficacy beliefs as a predictor of quality of life and burnout among university lecturers

“…To address the second research question and after the standardization of variables to z-scores (Everitt et al, 2011), we explored the data using cluster analysis (Ward's method), a statistical technique that allows participants to be grouped based on their responses to the range of variables considered (IBM SPSS 25.0; Cohen, 1988;Field, 2013;Akoglu, 2018;Sharp et al, 2021). We also used chi-square to investigate associations between personal and professional variables and cluster membership (Akoglu, 2018).…”

Methodological approaches to boredom and its measurement

“…Confirmatory factor analysis provides evidence that the boredom items belong to one factor . Another example is the Academic Boredom Survey Instrument (ABSI) of Sharp et al (2021) for the assessment of trait and state boredom in higher education academic contexts. In this case, the authors identified three second-order factors of academic boredom (boredom proneness, class-related boredom, and study-related boredom), which were divided into seven subscales (time, tedium, and stimulation for boredom proneness; concentration and confinement for class-related boredom; and disinterest and distraction for study-related boredom).…”

“…The ABSI has shown good internal consistency, with Cronbach's alphas ranging from .85 to .90 for the three second-order factors (Sharp et al, 2021).…”