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The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students: A Quasi-Experimental Study

Author

Listed:
  • Zheng Jie

    (Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Samsilah Roslan

    (Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Mohd Mokhtar Muhamad

    (Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Mas Nida Md Khambari

    (Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Zeinab Zaremohzzabieh

    (Institute for Social Science Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

Abstract

(1) Background: The influence of academic boredom and intrinsic motivation on students’ learning and achievements is receiving more attention from scholars. Nevertheless, studies on how intervention decreases academic boredom and promotes intrinsic motivation during study remain unexplored. (2) Purpose: The purpose of this study is to investigate whether positive education intervention based on the PERMA model would help Chinese college students with learning-related academic boredom, class-related academic boredom, and intrinsic motivation. (3) Methods: This study is quasi-experimental research with a control group including pre-test and post-test. The study was conducted with 173 students, including 86 (n1 = 86) experimental and 87 (n2 = 87) control group students. (4) Results: Results revealed that students in the intervention condition reported significant reductions in learning-related academic boredom and class-related academic boredom, and significant increases in intrinsic motivation in comparison to their counterparts in the control group. (5) Conclusions: These findings indicate that positive education intervention for college students is a promising approach to reducing academic boredom and increasing intrinsic motivation among Chinese college students.

Suggested Citation

  • Zheng Jie & Samsilah Roslan & Mohd Mokhtar Muhamad & Mas Nida Md Khambari & Zeinab Zaremohzzabieh, 2022. "The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students: A Quasi-Experimental Study," IJERPH, MDPI, vol. 19(20), pages 1-13, October.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:20:p:13323-:d:943563
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    References listed on IDEAS

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    1. Altay Eren & Hamit Coskun, 2016. "Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(6), pages 574-588, November.
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