The Academic Boredom Survey Instrument (ABSI): a measure of trait, state and other characteristic attributes for the exploratory study of student engagement

<p>In this article, we present details of a new Academic Boredom SurveyInstrument (ABSI) incorporating different measures of academic boredom’strait, state and other characteristic attributes for the exploratorystudy of student engagement in Higher Education (HE). Developed froma review of international research literature and our own empirical work inthe field, validation of the ABSI proceeded in detail from a sample of 408undergraduates enrolled on 16 arts, humanities and science degree programmesat two universities and two further education colleges in the UK.In terms of the ABSI’s embedded trait and state questionnaires alone,Exploratory and Confirmatory Factor Analysis resulted in the establishmentof three scales, with associated subscales, for general use (boredomproneness and class- and study-related boredom). Together with othercharacteristic attributes (e.g. sites and triggers, boredom frequency, feelings,coping strategies and revision and assignment boredom), additionaldata obtained from a modified version of the Shortened Experiences ofTeaching and Learning Questionnaire (SETLQ) and course grades fromstudent records, correlation and cluster analysis contributed further interms of determining the robustness and value of the ABSI as an exploratorytool, as well as highlighting the predictive and diagnostic potentialafforded when using complementary research instruments in combination.Offering availability for interdisciplinary use and critical commentacross the UK HE sector as a whole, the ABSI has particular relevance interms of designing and delivering courses, the professional developmentof staff, student profiling and the provision of student support.</p>