Working diligently on academic tasks despite boredom is critical for advancing long-term learning goals. Yet little is known about the personal qualities that boost students' resilience to boredom. Two field studies involving 1071 high school students tested the hypothesis that mindfulness predicts academic diligence through its association to tolerance of feelings of boredom that arise during learning. In both studies, students completed self-report measures of mindfulness and boredom tolerance. In Study 1, academic diligence was measured using a behavioral measure in which students could spend time working on a tedious, but “good-for-you” math skill-building activity or watching entertaining videos. Study 2 was a preregistered replication using a self-report measure of academic diligence. In both studies, students with higher mindfulness reported higher boredom tolerance that, in turn, predicted greater academic diligence. Results were observed above and beyond boredom intensity, demographic characteristics, and academic motivational beliefs. This study provides novel evidence for a theoretical model linking mindfulness to academic diligence.

尽管感到无聊，但仍要勤奋地完成学术任务，对于实现长期学习目标至关重要。然而，关于提高学生抵御无聊能力的个人品质知之甚少。涉及1071名高中生的两项现场研究验证了正念通过其对学习过程中产生的无聊感的容忍度的关联来预测学业勤奋的假说。在这两项研究中，学生都完成了关于正念和无聊容忍的自我报告。在研究1中，学生的勤奋程度是通过一种行为方式来衡量的，在该行为方式中，学生可以花时间从事乏味但“对您有好处”的数学技能培养活动或观看娱乐性视频。研究2是使用自我报告的学习勤奋程度进行的预先注册的复制。在两项研究中 正念度较高的学生报告的无聊容忍度更高，从而预示着更高的学业努力。在无聊强度，人口统计学特征和学术动机信念之上和之外观察到结果。这项研究为将正念与学术勤奋联系起来的理论模型提供了新的证据。