Canadian and Chinese University Students' Approaches to Coping with Academic Boredom

Although past research has shown the benefits of using approach coping in dealing with negative emotions, little is known about how students cope with a common negative achievement emotion, boredom, across cultures. Therefore, the goals of this study were to validate the Boredom Coping Scale (BCS) in Canada (n = 151, mean age = 23.29) and China (n = 254, mean age = 21.03), to identify boredom coping profiles within individual settings, and to examine the effectiveness of the profiles in decreasing boredom, and increasing self-efficacy for self-regulated learning, motivation, and achievement. The factor structure of the BCS was comparable across the two samples; however, the two groups responded to five items differently, contributing to the overall variation. We identified two coping profiles among Canadian students and three profiles among Chinese students. Our results indicated that Canadian students predominantly endorsed cognitive-approach coping, whereas the majority of Chinese students endorsed avoidance coping. Additionally, our results found significant differences in coping effectiveness among different profiles. (Contains 4 tables and 1 figure.)