The Academic Boredom Survey Instrument (ABSI): A Measure of Trait, State and Other Characteristic Attributes for the Exploratory Study of Student Engagement

Autor/inn/en	Sharp, John G.; Zhu, Xiaotong; Matos, Mayara; Sharp, Jane C.
Titel	The Academic Boredom Survey Instrument (ABSI): A Measure of Trait, State and Other Characteristic Attributes for the Exploratory Study of Student Engagement
Quelle	In: Journal of Further and Higher Education, 45 (2021) 9, S.1253-1280 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sharp, John G.) ORCID (Zhu, Xiaotong) ORCID (Matos, Mayara) ORCID (Sharp, Jane C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2021.1947998
Schlagwörter	Psychological Patterns; Student Surveys; Learner Engagement; Test Construction; Test Validity; College Students; Foreign Countries; Factor Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Schülerbefragung; Testaufbau; Testvalidität; Collegestudent; Ausland; Faktorenanalyse; Großbritannien
Abstract	In this article, we present details of a new Academic Boredom Survey Instrument (ABSI) incorporating different measures of academic boredom's trait, state and other characteristic attributes for the exploratory study of student engagement in Higher Education (HE). Developed from a review of international research literature and our own empirical work in the field, validation of the ABSI proceeded in detail from a sample of 408 undergraduates enrolled on 16 arts, humanities and science degree programmes at 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 establishment of three scales, with associated subscales, for general use (boredom proneness and class- and study-related boredom). Together with other characteristic attributes (e.g. sites and triggers, boredom frequency, feelings, coping strategies and revision and assignment boredom), additional data obtained from a modified version of the Shortened Experiences of Teaching and Learning Questionnaire (SETLQ) and course grades from student records, correlation and cluster analysis contributed further in terms of determining the robustness and value of the ABSI as an exploratory tool, as well as highlighting the predictive and diagnostic potential afforded when using complementary research instruments in combination. Offering availability for interdisciplinary use and critical comment across the UK HE sector as a whole, the ABSI has particular relevance in terms of designing and delivering courses, the professional development of staff, student profiling and the provision of student support. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01