Haager, Julia S. and Kuhbandner, Christof and Pekrun, Reinhard (2018) To Be Bored or Not To Be Bored-How Task-Related Boredom Influences Creative Performance. JOURNAL OF CREATIVE BEHAVIOR, 52 (4). pp. 297-304. ISSN 0022-0175, 2162-6057
Full text not available from this repository. (Request a copy)Abstract
In the current society, boredom has a bad reputation. Among others, one reason is that boredom is a negative predictor for cognitive performance due to the detrimental effects on attention and engagement. Recently, however, the negative reputation has been challenged by studies showing that boredom seems to promote creativity. However, those studies examined the influence of incidental boredom on apparently unrelated creativity tasks, leaving it open to question what happens when the individual gets bored by the task itself. To examine this issue, participants performed six blocks of a creativity task, and we measured creativity performance and experienced boredom across blocks. Results showed that boredom increased in parallel with fluency performance. However, more detailed analyses showed that the fluency increase was not brought about by the increase in boredom but was fully accounted for by the effect of increased task practice. When controlling for practice effects, results revealed that boredom actually impaired fluency. Such a finding supports the view that boredom has a negative impact on cognitive performance and underlines the necessity for changes in educational settings to prevent boredom.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | OUTCOMES; MOOD; FATIGUE; THOUGHT; creativity; boredom; semantic generation; mood; practice effects |
| Subjects: | 100 Philosophy & psychology > 150 Psychology |
| Divisions: | Psychology and Pedagogy > Institut für Psychologie |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 07 Oct 2019 05:51 |
| Last Modified: | 07 Oct 2019 05:51 |
| URI: | https://pred.uni-regensburg.de/id/eprint/13451 |
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