This study sought to examine how university students' state boredom dimensions (i.e., disengagement, high arousal, low arousal, inattention, and time perception) and their boredom coping strategies (i.e., cognitive approach, behavioral approach, cognitive avoidance, and behavioral avoidance) in the classroom are mediated in relation to gender and academic year. A total of 186 undergraduate students from a Turkish university, majoring in English language teaching in the faculty of education voluntarily participated in the study. The results indicated that the male participants experienced higher levels of boredom than the females in all levels of the state boredom. Additionally, the females had more inclination to use cognitive approach, while the male participants exhibited more behavioral approach to cope with boredom. Secondly, the participants with different academic levels only scored differently in disengagement, a state boredom dimension, and in cognitive approach, a boredom coping strategy. The findings highlight the significance of identifying student boredom and thereby specifying strategies to relieve their boredom in the classroom. Indeed, by gaining a proper understanding of the reactions triggered by boredom in classes, we would be able to spot the developmental paths of these reactions and thereby adopt the necessary measures to deal with student boredom.

中文翻译：

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大学生多维状态无聊及应对课堂无聊的策略

本研究旨在检验大学生的状态无聊维度（即脱离接触、高唤醒度、低唤醒度、注意力不集中和时间感知）和他们的无聊应对策略（即认知方法、行为方法、认知回避和行为回避）如何在课堂上，与性别和学年有关。来自土耳其某大学教育学院英语教学专业的186名本科生自愿参加了此次研究。结果表明，在所有无聊程度的状态下，男性参与者的无聊程度都高于女性。此外，女性更倾向于使用认知方法，而男性参与者表现出更多的行为方法来应对无聊。第二，不同学术水平的参与者仅在脱离接触（一种状态无聊维度）和认知方法（一种无聊应对策略）方面得分不同。研究结果强调了识别学生无聊的重要性，从而制定策略来缓解他们在课堂上的无聊。事实上，通过正确理解课堂上无聊所引发的反应，我们将能够发现这些反应的发展路径，从而采取必要的措施来应对学生的无聊。