Coping Strategies with Boredom in Class: Scale Development and Validation

Abstract

This study sought to develop a new scale of coping strategies with boredom in class (CBCS) and test its reliability and validity across subsamples of undergraduate and graduate students. The entire sample consisted of 1561 students, with more female (N = 967) than male participants (N = 594). When developing the scale, 367 undergraduate students were asked what they did when they were bored in class and whether they made any effort to focus on the lecture. The exploratory (N = 636) and confirmatory factor analyses (N =355) suggested that the CBCS demonstrated a good internal consistency, dimensionality and latent factor structure. The four factors that emerged from the exploratory factor analysis were named Cognitive Approach, Behavioral Avoidance Based on Simple Stimuli, Cognitive Avoidance and Behavioral Avoidance Based on Activating Stimuli. The CBCS also demonstrated significant convergent validity with related scales used in the literature. The CBCS is shown to be a promising measure of coping strategies with boredom in class.