This exploratory qualitative case study investigates how graduate students in education experience, attribute, and combat academic boredom. Three areas of concern are addressed: (a) the contributing factors to boredom, (b) how attributional style (internal vs. external) relates to coping with boredom, and (c) the differences between combating class-related boredom and learning-related boredom. Results showed that the onset of boredom was mostly influenced by a lack of interest, lack of utility value, and autonomy frustration. This study extended the existing literature by discovering an interaction between students’ attributional style and their coping strategies for boredom during classroom instruction. Specifically, students who argued that the instructor should hold more responsibility for boredom in class tended to take avoidance coping as their primary strategy (e.g., doodling). By comparison, students who opted to approach the problem positively (e.g., taking notes) are prone to attribute internally. Attribution does not appear to have a mediating effect on the relationship between experience of boredom and coping strategies for learning-related boredom. Implications for graduate and adult education and findings in the context of recent theoretical frameworks are discussed.

该探索性定性案例研究调查了研究生如何在教育经验，属性和对抗学术无聊方面进行研究。解决了三个令人关注的领域：（a）造成厌倦的因素，（b）归因方式（内部与外部）如何与厌倦相联系，以及（c）消除与班级相关的厌倦与学习相关的区别无聊。结果表明，无聊的发作主要受到缺乏兴趣，缺乏实用价值和自主权挫败的影响。本研究通过发现学生的归因风格与他们在课堂教学中应对无聊的应对策略之间的相互作用，扩展了现有文献。具体来说，认为教师应该在课堂上对无聊承担更多责任的学生，倾向于将避免应付作为他们的主要策略（例如，涂鸦）。相比之下，选择积极地解决问题的学生（例如做笔记）倾向于在内部进行归因。归因似乎对无聊的经历和与学习有关的无聊的应对策略之间的关系没有中介作用。讨论了对研究生和成人教育的影响以及在最近的理论框架内的发现。归因似乎对无聊的经历和与学习有关的无聊的应对策略之间的关系没有中介作用。讨论了对研究生和成人教育的影响以及在最近的理论框架内的发现。归因似乎对无聊的经历和与学习有关的无聊的应对策略之间的关系没有中介作用。讨论了对研究生和成人教育的影响以及在最近的理论框架内的发现。