ArticleInternational journal of environmental research and public health2022
The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students: A Quasi-Experimental Study.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 15 citations in OpenAlex.
- Exploring associations between positive psychological and school adjustment of EFL learners using the PERMA framework: roles of coping style and negative emotions.Frontiers in psychology · 2026Article
- Effects of a personalized PERMA-based intervention on the mental health of junior high school students: a randomized clinical trial.Frontiers in psychology · 2025Article
- Executive function and boredom in Japanese monolingual, Chinese monolingual, and Japanese-Chinese bilingual children.Frontiers in psychology · 2025Article
- The meaning of boredom : Properly managing childhood boredom could lead to more fulfilling lives.EMBO reports · 2024Article
- Technostress and academic motivation: direct and indirect effects on university students' psychological health.Frontiers in psychology · 2023Article
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Authors and funding
5 authors at 1 institution in 1 country.
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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.
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