PDF(Pubmed)
Abstract：
UNASSIGNED: Boredom, a state where the task at hand presents difficulties in attentional resources and attributed meaning, can be detrimental to talent development by reducing cognitive engagement. This study employed a mixed sequential design to assess boredom in adolescents with exceptional mathematical talent in Paraguay participating in a talent development program.
UNASSIGNED: First, in the quantitative phase 54 students completed the Boredom Short Scale, School Attitudes Assessment Survey-Revised, and Psychological Well-Being Scale for Adolescents. Next, in the qualitative phase 50 students participated in focus groups to explore their personal experiences of boredom, along with their perception of possible factors that impact boredom.
UNASSIGNED: Boredom in this population was similar to the general population of adolescents, albeit significant differences existed in items and subscales showing a pattern unique to this population; they tended to become bored quicker but had an easier time sparking interest in activities. Higher boredom had small to moderate correlations with worse attitudes at school and with teachers, lower motivation and self-regulation in academic activities, lower self-control, and lower involvement in personal projects. Higher valuation of goals and academic self-perception related with a lower tendency toward boredom only in the context of a talent development program, but not at school. Boredom seemed multifaceted, with dimensions such as the absence of meaning, superficial entertainment, and wasted time. Contributing factors included waiting for other people\'s slower pace, limited choices, lack of novelty, insufficient intellectual challenge, and the influence of teachers and social dynamics. Coping mechanisms included inner intellectual stimulation, seeking entertainment and escape, pursuing independent learning, extracurricular activities, like-minded peers, and extreme sensation-seeking.
UNASSIGNED: Fostering adequate challenge and support in advanced academic endeavors for the development of mathematical talent can prevent negative consequences associated with boredom in exceptionally talented populations.
UNASSIGNED: First, in the quantitative phase 54 students completed the Boredom Short Scale, School Attitudes Assessment Survey-Revised, and Psychological Well-Being Scale for Adolescents. Next, in the qualitative phase 50 students participated in focus groups to explore their personal experiences of boredom, along with their perception of possible factors that impact boredom.
UNASSIGNED: Boredom in this population was similar to the general population of adolescents, albeit significant differences existed in items and subscales showing a pattern unique to this population; they tended to become bored quicker but had an easier time sparking interest in activities. Higher boredom had small to moderate correlations with worse attitudes at school and with teachers, lower motivation and self-regulation in academic activities, lower self-control, and lower involvement in personal projects. Higher valuation of goals and academic self-perception related with a lower tendency toward boredom only in the context of a talent development program, but not at school. Boredom seemed multifaceted, with dimensions such as the absence of meaning, superficial entertainment, and wasted time. Contributing factors included waiting for other people\'s slower pace, limited choices, lack of novelty, insufficient intellectual challenge, and the influence of teachers and social dynamics. Coping mechanisms included inner intellectual stimulation, seeking entertainment and escape, pursuing independent learning, extracurricular activities, like-minded peers, and extreme sensation-seeking.
UNASSIGNED: Fostering adequate challenge and support in advanced academic endeavors for the development of mathematical talent can prevent negative consequences associated with boredom in exceptionally talented populations.
摘要：
■无聊，手头的任务在注意力资源和归属感方面存在困难的状态，可能会降低认知参与度，从而不利于人才培养。这项研究采用了混合顺序设计，以评估参与人才发展计划的巴拉圭具有卓越数学才能的青少年的无聊感。
■首先，在定量阶段，54名学生完成了无聊短量表，学校态度评估调查-修订，和青少年心理幸福感量表。接下来,在定性阶段，50名学生参加了焦点小组，以探索他们对无聊的个人经历，以及他们对影响无聊的可能因素的看法。
■该人群的无聊感与青少年的普通人群相似，尽管项目和分量表存在显着差异，显示出该人群特有的模式；他们倾向于更快地变得无聊，但更容易激发对活动的兴趣。较高的无聊程度与学校和老师的不良态度存在小到中等的相关性，学术活动的动机和自我调节较低，较低的自制力，对个人项目的参与度较低。只有在人才发展计划的背景下，目标和学术自我认知的较高估值与无聊的较低倾向有关，但不是在学校。无聊似乎是多方面的，具有诸如缺乏意义之类的维度，肤浅的娱乐，浪费时间.促成因素包括等待其他人的速度较慢，有限的选择,缺乏新颖性，智力挑战不足，以及教师和社会动态的影响。应对机制包括内在智力刺激，寻求娱乐和逃避，追求自主学习，课外活动,志同道合的同龄人，寻求极端的感觉。
■在数学人才发展的高级学术努力中培养足够的挑战和支持，可以防止在才华横溢的人群中与无聊相关的负面影响。
■首先，在定量阶段，54名学生完成了无聊短量表，学校态度评估调查-修订，和青少年心理幸福感量表。接下来,在定性阶段，50名学生参加了焦点小组，以探索他们对无聊的个人经历，以及他们对影响无聊的可能因素的看法。
■该人群的无聊感与青少年的普通人群相似，尽管项目和分量表存在显着差异，显示出该人群特有的模式；他们倾向于更快地变得无聊，但更容易激发对活动的兴趣。较高的无聊程度与学校和老师的不良态度存在小到中等的相关性，学术活动的动机和自我调节较低，较低的自制力，对个人项目的参与度较低。只有在人才发展计划的背景下，目标和学术自我认知的较高估值与无聊的较低倾向有关，但不是在学校。无聊似乎是多方面的，具有诸如缺乏意义之类的维度，肤浅的娱乐，浪费时间.促成因素包括等待其他人的速度较慢，有限的选择,缺乏新颖性，智力挑战不足，以及教师和社会动态的影响。应对机制包括内在智力刺激，寻求娱乐和逃避，追求自主学习，课外活动,志同道合的同龄人，寻求极端的感觉。
■在数学人才发展的高级学术努力中培养足够的挑战和支持，可以防止在才华横溢的人群中与无聊相关的负面影响。
