Comorbidity between attention-deficit/hyperactivity disorder (ADHD) and gaming disorder (GD) is widely recognized in the literature. Previous research has indicated gender-dependent underlying mechanisms in the development and maintenance of problematic gaming. Motivational research presents an opportunity to provide further insight regarding the nature of this association. Self-report data were collected from videogame players (N = 14,740) using an online survey in collaboration with a popular gaming magazine. The survey included items concerning symptoms of ADHD and GD, motives for gaming, and time spent playing videogames. Structural equation modeling was used to create two parallel mediation models (one for males, one for females), including motives to play games as mediators. This was done to potentially explain psychological drivers of the association between ADHD and GD. Results demonstrated a common pathway from inattention to GD symptom severity through the immersion/escapism motivation for both males (β = 0.068; p < 0.001) and females (β = 0.081; p < 0.05), while the paths from inattention to GD symptom severity through the habit/boredom motive (β = 0.094; p < 0.001) and competition motive (β = 0.021; p < 0.001) were only significant for males. Gamers experiencing symptoms of ADHD, especially inattentive symptoms, are at risk of the occurrence of GD symptoms through videogames becoming a source of maladaptive coping with daily psychological disturbances. Males experiencing inattentive symptoms tend to additionally develop problematic patterns of use through videogame playing, becoming a subjectively meaningless and boredom-reduction-oriented habitual activity or a platform of virtual competition. Unique differences suggest the necessity of different treatment approaches for males and females.

Despite an established body of research characterizing how creative individuals explore their external world, relatively little is known about how such individuals navigate their inner mental life, especially in unstructured contexts such as periods of awake rest. Across two studies, the present manuscript tested the hypothesis that creative individuals are more engaged with their idle thoughts and more associative in the dynamic transitions between them. Study 1 captured the real-time conscious experiences of 81 adults as they voiced aloud the content of their mind moment-by-moment across a 10-minute unconstrained baseline period. Higher originality scores on a divergent thinking task were associated with less perceived boredom, more words spoken overall, more freely moving thoughts, and more loosely-associative (as opposed to sharp) transitions during the baseline rest period. In Study 2, across 2,612 participants, those who reported higher self-rated creativity also reported less perceived boredom during the COVID-19 pandemic, a time during which many people experienced unusually extended periods of unstructured free time. Overall, these results suggest a tendency for creative individuals to be more engaged and explorative with their thoughts when task demands are relaxed, raising implications for resting state functional MRI and societal trends to devalue idle time.

Since boredom significantly contributes to diminished motivation among learners of English as a Foreign Language (EFL), there is a need to identify factors that influence boredom. Amidst various elements that can precipitate students\' boredom, educational-related concepts have garnered particular attention, with the learning environment emerging as a chief focal point due to its consequential importance to learners. Specifically, the role of teachers\' clarity and immediacy in manipulating learners\' performance, enthusiasm, and involvement has been widely recognized. Consequently, in this study, we scrutinized the impact of EFL teachers\' immediacy and clarity in mitigating learners\' boredom. To this end, we collected data from 383 Chinese students through the administration of three scales measuring their perceptions of teacher clarity, teacher immediacy, and learners\' boredom. We identified significant associations between teachers\' clarity and immediacy and learners\' boredom. In Structural Equation Modeling (SEM) analysis, both teacher immediacy and clarity were robust predictors of students\' boredom, with about 48% of the variance in students\' boredom accounted for by teachers\' immediacy, and 53% of this variance attributed to teachers\' clarity. We elaborate upon the implications of these findings in our discussion.

Although recent theories of consciousness have emerged to define what consciousness is, an under-represented aspect within this field remains: time consciousness. However, the subjective passage of time is modulated by changing experiences within different situational contexts and by self-awareness. The experience of silence influences our awareness of self, space, and time, and it impacts on psychological well-being. The present review describes how self and time are influenced by different situations of silence (pure silence indoors and outdoors, the \"just thinking\" situation, and the combination of silence with deep relaxation). Also, the changes in time experience during a \"forced\" waiting situation due to the COVID-19 lockdown are presented in order to highlight the role of boredom in waiting situations and in situations in which we are alone with \"our thoughts.\" Finally, in the context of the importance of creating silence through meditation practices, the alterations to one\'s sense of self and time during mindfulness meditation are reviewed. These studies are discussed within the framework of the cognitive models of prospective time perception, such as the attentional-gate model and the model of self-regulation and self-awareness.

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Boredom, a complex emotional state with implications for mental health and well-being, has garnered attention across disciplines, yet remains relatively understudied in psychiatric research. Here, we explored the intricate relationship between trait-impulsivity, stress, and boredom across two studies. Participants completed self-report measures of trait-impulsivity and boredom and boredom-inducing tasks. Study 1, involving 80 participants (42 women and 38 men, aged 20-63), replicates previous findings, by demonstrating that impulsive individuals report greater boredom following a boring task. Study 2 then extends this, using 20 participants (9 women and 12 men, aged 18-24), to show that hypothalamic-pituitary-adrenal (HPA) axis activity, specifically heightened salivary cortisol responses, mediate the link between impulsivity and boredom following a boring task. Collectively, these results demonstrate that HPA axis activity may underline the relationship between trait-impulsivity and boredom by extending previous work and offering a novel insight into potential mechanisms. These findings offer promise for personalised interventions, designed for high impulsivity individuals, to alleviate the negative impacts of boredom and potentially break the identified feedback loop.

OBJECTIVE: The aim of our study is to examine the relationship between the economic activity of small firms and the mental well-being of the population in five Latin American countries in the early stages of the pandemic.
METHODS: We utilize the search volume of certain keywords on Google Trends (GT), such as \"boredom,\" \"frustration,\" \"loneliness,\" \"sleep\", \"anxiety\", and \"depression\", as an indicator of the well-being of the population. By examining the data from Facebook Business Activity Trends, we investigate how social attention reacts to the activity levels of different economic sectors.
RESULTS: Increased business activity is generally associated with reduced levels of boredom, loneliness, sleep problems and anxiety. The effect on depression varies by sector, with positive associations concentrated in onsite jobs. In addition, we observe that strict Non-Pharmaceutical Interventions (NPIs) tend to exacerbate feelings of boredom and loneliness, sleep issues, and anxiety.
CONCLUSIONS: Our findings suggest a strong association between different indicators of psychological well-being and the level of activity in different sectors of the economy. Given the essential role of small and medium-sized enterprises (SMEs) in generating employment, especially during crises like the pandemic, it is imperative that they remain resilient and adaptable to support economic recovery and job preservation. To accomplish this, policymakers need to focus on providing financial stability and support for SMEs, fostering social support networks within companies, and incorporating mental health services into workplace environments. This comprehensive strategy can alleviate mental health challenges and enhance public health resilience.

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.

With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner\'s English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 s-year non-English major students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students\' effectiveness and learning outcome.

Mental fatigue has been highly cited as having a negative impact on endurance performance. Few, however, have investigated whether different types of mental fatigue, namely active and passive fatigue, might affect endurance performance differently. This study used a repeated-measures design where 11 participants completed a 3 km run after three 32-min conditions: an actively fatiguing task (Task-load Dual-back; TloadDback); a passively fatiguing task (Mackworth Clock); and a control task (Documentary). Subjective ratings and performance on a second task (Flanker task) were taken before and after the 32-min tasks, while ratings of perceived effort, motivation and workload were taken during the 3 km run. Results showed that both fatigue conditions were mentally fatiguing, with the TloadDback rated as more demanding and the Mackworth Clock more boring and less motivating. Performance on subsequent tasks showed different effects: the TloadDback condition had the slowest responses on the post-test Flanker task, while the Mackworth Clock condition had the slowest completion time on the 3 km run, though this difference in completion times was non-significant. These results suggest that different cognitive tasks lead to different types of mental fatigue, which can lead to different outcomes on subsequent cognitive tasks but non-significant differences on subsequent physical tasks. This study highlights that to understand the influence of mental fatigue on physical performance, it is important to understand the cognitive tasks used and how different cognitive and physical tasks interact. Future work should examine whether performance outcomes in other areas commonly affected by mental fatigue, like technical and tactical sporting skills, are affected differently by active and passive fatigue.