Title: Boredom as a basis for fostering creativity in higher education: A call for pedagogical bravery

Craven, Ane; Frick, Liezel

doi:10.1080/14703297.2022.2134171

Cited by 3 publications

(1 citation statement)

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“…For further investigation of the association between boredom and creativity, the theories that postulate boredom as a disabling emotion that catalyses the generation of new ideas or as an approach orientation (Baas et al., 2008; Baird et al., 2012; Belton & Priyadharshini, 2007; De Dreu et al., 2008; Fink & Benedek, 2013; Mann & Cadman, 2014; Martindale, 1989), and theories of boredom as an affect that binds or inhibits cognitive processes and negatively influences creativity (Baas et al., 2008; Clore et al., 2001; O'Hanlon, 1981; Pekrun, 2006; Schwarz & Clore, 2003; Smith, 1981; Thackray, 1981; Wyer Jr. et al., 1999) should be examined in terms of the contextual informational influence of moods (Clore et al., 1994; Martin & Stoner, 1996; Schwarz & Clore, 1988) and their regulatory functions (Bandura, 1997; Elpidorou, 2014; Nett et al., 2010, 2011; Ryan & Deci, 2002). This could add to the body of research insights into the contextual conditions under which boredom as an achievement emotion is beneficial or inhibitory to creative performance (Craven & Frick, 2024; Daschmann et al., 2011; George & Zhou, 2002; Pekrun, 2017; Schwarz & Clore, 2003; Zhou & George, 2001). 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).…”

Section: Discussionmentioning

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: Discussionmentioning

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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The dynamics of L2 teacher boredom and their link to creativity: A ban or boon for boredom

Elahi Shirvan,

Taherian,

Pawlak

et al. 2024

Int J App Linguistics

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Research has revealed a prevalence of boredom among L2 teachers, despite efforts to mitigate this negative emotion. The interplay between teacher boredom and creativity, especially their concurrent development, has not been extensively studied longitudinally. Utilizing control‐value theory as its foundation, this study investigates the daily progression of boredom and creativity among L2 teachers, their mutual development, and how control‐value beliefs influence these dynamics. A 5‐day experience sampling method study involving 98 L2 teachers generated 423 observations. Dynamic structural equation modeling (DSEM) was employed at the individual (Level 1) and group (Level 2) levels. DSEM results revealed varied relationships between boredom and creativity changes over a week, influenced by teachers’ control and value beliefs. In innovators, with high perceived control and intrinsic value beliefs and moderate to high extrinsic value beliefs, previous experiences of boredom might positively influence the teacher's creativity the next day. This creativity might, in turn, decrease the teacher's boredom. This suggests a potential positive relationship between boredom and creativity in innovative language teachers. In adaptors, with moderate perceived control and intrinsic value beliefs and medium to low extrinsic value beliefs, previous experiences of boredom did not necessarily influence the teacher's creativity the next day. However, teacher creativity might still decrease teacher boredom. For traditionalists, with medium perceived control and intrinsic value beliefs and moderate to high extrinsic value beliefs, previous experiences of boredom might have decreased the teacher's creativity the next day, while teacher creativity might have decreased the teacher's boredom the same day. Finally, in dissatisfied teachers with low perceived control, intrinsic value, and extrinsic value beliefs, previous experiences of boredom might have decreased the teacher's creativity the next day, while teacher creativity might not necessarily predict the teacher's boredom. Results suggest a reciprocal relationship between boredom and creativity in adaptable and traditionalist teachers. Additionally, Level 2 analysis identified correlations between random effect parameters across four clusters.

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Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies

Solhi,

Derakhshan,

Pawlak

et al. 2024

Language Teaching Research

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This study set out to scrutinize the interplay between 338 (218 male and 120 female) English as a second or foreign language learners’ second language writing boredom (L2WB) and boredom coping strategies, along with the mediating role of second language writing motivation (L2WM). Structural equation modeling (SEM) analysis indicated that L2WB is negatively associated with L2WM in writing classes. Results also revealed a negative relationship between L2WB and cognitive as well as behavioral approaches to coping with boredom in second language (L2) writing practices. In addition, L2WM was positively predictive of cognitive approach strategy while being negatively predictive of cognitive avoidance strategy in coping with boredom. Results also showed significant indirect effects of L2WB on both cognitive-oriented strategies (i.e. cognitive approach strategy and cognitive avoidance strategy) via L2WM. The implications for L2 teachers, teacher educators, and materials developers are discussed.

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Title: Boredom as a basis for fostering creativity in higher education: A call for pedagogical bravery

Cited by 3 publications

References 45 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

The dynamics of L2 teacher boredom and their link to creativity: A ban or boon for boredom

Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies

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