The relationship between academic trait boredom, learning approach and university achievement

Brian Hemmings, Russell Kay, John G. Sharp

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


This study explored factors that influence academic achievement and hence, future career prospects. The relationships between the factors, academic trait boredom, approach to learning and academic achievement were examined using data collected from university students at a small English university and from their student records. The initial statistical analysis revealed significant effects of gender on learning approach and two of the three academic trait boredom subscales. Female students proved to be less prone to academic trait boredom than their male counterparts. A model was then developed that showed how a student's choice of learning approach was influenced by academic trait boredom and impinged on academic achievement. This modelling also confirmed that students who are more prone to academic trait boredom are also more likely to adopt a surface approach to learning rather than a deep or strategic one. The results of this investigation have implications for students, lecturers, course designers and learning support staff both here in this one location as well as elsewhere across the higher education sector.

Original languageEnglish
Pages (from-to)41-50
Number of pages10
JournalEducational and Developmental Psychologist
Issue number2
Early online date14 Oct 2019
Publication statusPublished - Dec 2019


Dive into the research topics of 'The relationship between academic trait boredom, learning approach and university achievement'. Together they form a unique fingerprint.

Cite this