Canadian and Chinese university students' approaches to coping with academic boredom

Although past research has shown the benefits of using approach coping in dealing with negative emotions, little is known about how students cope with a common negative achievement emotion, boredom, across cultures. Therefore, the goals of this study were to validate the Boredom Coping Scale (BCS) i...

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Bibliographic Details
Published in:Learning and individual differences 2013-02, Vol.23, p.32-43
Main Authors: Tze, Virginia M.C., Daniels, Lia M., Klassen, Robert M., Li, Johnson C.-H.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Asians
Boredom coping
Canada
China
Coping
Cross Cultural Studies
Cross-cultural
Factor Structure
Foreign Countries
Learning Motivation
Measures (Individuals)
Metacognition
Negative Attitudes
Profiles
Self Efficacy
Self Management
Student Interests
Validation
Validity
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Summary:Although past research has shown the benefits of using approach coping in dealing with negative emotions, little is known about how students cope with a common negative achievement emotion, boredom, across cultures. Therefore, the goals of this study were to validate the Boredom Coping Scale (BCS) in Canada (n=151, mean age=23.29) and China (n=254, mean age=21.03), to identify boredom coping profiles within individual settings, and to examine the effectiveness of the profiles in decreasing boredom, and increasing self-efficacy for self-regulated learning, motivation, and achievement. The factor structure of the BCS was comparable across the two samples; however, the two groups responded to five items differently, contributing to the overall variation. We identified two coping profiles among Canadian students and three profiles among Chinese students. Our results indicated that Canadian students predominantly endorsed cognitive-approach coping, whereas the majority of Chinese students endorsed avoidance coping. Additionally, our results found significant differences in coping effectiveness among different profiles. ► The factor structure of the BCS was comparable across Canadian and Chinese students. ► The two groups, however, responded to five items differently. ► Canadian students predominantly endorsed cognitive-approach coping. ► The majority of Chinese students endorsed avoidance coping. ► We found differences in the coping effectiveness among different profiles.
ISSN:1041-6080
1873-3425
DOI:10.1016/j.lindif.2012.10.015