boredom
Boredom. It is an emotional state experienced during periods lacking activity or when individuals are uninterested in the activities presented to them. In psychology, boredom has been defined by C. D. Fisher in terms of its central psychological processes: “an unpleasant, transient affective state in which the individual feels a pervasive lack of interest in and difficulty concentrating on the current activity.” M. R. Leary and others describe boredom as “an affective experience associated with cognitive attentional processes.” These definitions make it clear that boredom arises not from a lack of things to do but from the inability to latch onto any specific activity.
There are three types of boredom, all of which involve problems of engagement of attention. These include times when we are prevented from engaging in something, when we are forced to engage in some unwanted activity, or when we are simply unable, for no apparent reason, to maintain engagement in any activity or spectacle. Boredom proneness is a tendency to experience boredom of all types. This is typically assessed by the Boredom Proneness Scale. Consistent with the definition provided above, recent research has found that boredom proneness is clearly and consistently associated with failures of attention. Boredom and boredom proneness are both theoretically and empirically linked to depression and depressive symptoms. Nonetheless, boredom proneness has been found to be as strongly correlated with attentional lapses as with depression. Although boredom is often viewed as a trivial and mild irritant, proneness to boredom has been linked to a very diverse range of possible psychological, physical, educational, and social problems.
In philosophy, boredom is a condition characterized by perception of one’s environment as dull, tedious, and lacking in stimulation. This can result from leisure and a lack of aesthetic interests. There is an inherent anxiety in boredom; people will expend considerable effort to prevent or remedy it, yet in many circumstances, it is accepted as suffering to be endured. Common passive ways to escape boredom are to sleep or to think creative thoughts. Typical active solutions consist in an intentional activity of some sort, often something new, as familiarity and repetition lead to the tedious.
Without stimulus or focus, the individual is confronted with nothingness, the meaninglessness of existence, and experiences existential anxiety. Heidegger states this idea nicely: “Profound boredom, drifting here and there in the abysses of our existence like a muffling fog, removes all things and men and oneself along with it into a remarkable indifference. This boredom reveals being as a whole.” Arthur Schopenhauer used the existence of boredom in an attempt to prove the vanity of human existence, stating, “…for if life, in the desire for which our essence and existence consists, possessed in itself a positive value and real content, there would be no such thing as boredom: mere existence would fulfill and satisfy us.”
Although it has not been widely studied, research on boredom suggests that boredom is a major factor impacting diverse areas of a person’s life. People ranked low on a boredom-proneness scale were found to have better performance in a wide variety of aspects of their lives, including career, education, and autonomy. Boredom can be a symptom of clinical depression. Boredom can be a form of learned helplessness, a phenomenon closely related to depression. Some philosophies of parenting propose that if children are raised in an environment devoid of stimuli, and are not allowed or encouraged to interact with their environment, they will fail to develop the mental capacities to do so.
In a learning environment, a common cause of boredom is lack of understanding; for instance, if one is not following or connecting to the material in a class or lecture, it will usually seem boring. However, the opposite can also be true; something that is too easily understood, simple or transparent, can also be boring. Boredom is often inversely related to learning, and in school it may be a sign that a student is not challenged enough, or too challenged. An activity that is predictable to the students is likely to bore them.
Because boredom is an emotional state and not an activity, it is much harder to assess whether certain species may experience boredom. There is some evidence to suggest higher primates will find playthings (twigs, rocks, other environmental objects) to use for no purpose other than physical activity (or play). Curiosity and the drive to engage in activity could have been an important evolutionary development in primates; as they explore their surroundings, they can find new and useful items to suit different purposes. But the question remains whether the drive in primates like chimpanzees and orangutans to play with objects is purely for stimulation, or if they are attempting to find some function for the objects they find.
