Date of Award

2019

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Andrew Courtner

Second Advisor

Cheri Gaines

Third Advisor

Shannon Collins

Abstract

Abstract

Susceptibility to boredom can interfere with students’ ability to achieve their academic potential, with enduring negative consequences. In the present study, the researcher investigated differences in boredom proneness and character strengths in adolescent high school students and the ability of boredom proneness scores and character strengths to predict academic achievement. Results indicated that 9 of 10 students were moderately or highly prone to boredom. Students’ whose top character strength was humility were more highly prone to boredom than students’ whose top-ranked character strengths were bravery, prudence, or curiosity. From boredom proneness and character strengths data the researcher concluded that neither were predictive of achievement as measured by self-reported GPA. Among the relevant challenges for educational leaders remains responding to boredom proneness, which can negatively impact high school students’ ability to acquire the knowledge and skills needed for an effective transition to postsecondary education and career.

Keywords

Academic achievement, Boredom, Character strengths, High school students

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