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Objectives: The current study aimed to validate the Japanese version of the Dutch Boredom Scale (DUBS-J), a new boredom scale that comprehensively assesses employees' emotional, cognitive, and behavioral responses to low-stimulus work situations.
Methods: The translated and back-translated DUBS was administered via an internet survey to 1358 Japanese employees from various occupations. Confirmatory factor analysis (CFA) was conducted to evaluate factorial validity. In order to evaluate discriminant validity with other work-related, well-being constructs, CFA was conducted, and the square root of average variance extracted (AVE) for the DUBS-J and the square of the inter-construct correlations were compared. Construct validity was evaluated based on the correlation coefficients between boredom at work on the one hand and potential antecedents and consequences on the other hand.
Results: Confirmatory factor analysis supported the expected one-factor model. CFA and AVE supported the discriminant validity of DUBS-J with work engagement, workaholism, and job satisfaction. Construct validity was generally supported by expected correlations of boredom at work with possible antecedents and consequences. Internal consistency was confirmed with Cronbach's alpha coefficient = .88, and the results of principal component analysis (PCA). Test-retest reliability was confirmed with intraclass correlation coefficients = .62.
Conclusion: The current study confirmed that DUBS-J is an adequate measure of boredom at work that can be used in the Japanese context.
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http://dx.doi.org/10.1002/1348-9585.12354 | DOI Listing |
Brain Behav
September 2025
Department of Addiction Studies, School of Medical, AND Clinical Research Development Unit-Matini, Kargarnejad Hospital, Kashan University of Medical Sciences, Kashan, Iran.
Background: Internet addiction disorder (IAD) is increasingly recognized as a behavioral addiction linked to deficits in executive functioning, emotion regulation, boredom susceptibility, and impaired time perception. Emerging therapies such as body awareness psychotherapy (BAP) aim to improve cognitive and emotional self-regulation through embodied mindfulness. This study aimed to assess the effectiveness of BAP in reducing internet addiction and related issues with time perception and boredom, focusing specifically on the mediating roles of executive functions and emotion regulation.
View Article and Find Full Text PDFPhysiol Behav
August 2025
Department of Sport, Exercise and Rehabilitation, Northumbria University, Newcastle Upon-Tyne, UK.
Effective cognition is fundamental to academic attainment and has been linked to multiple dietary behaviours, including adequate hydration. This study aimed to evaluate whether the hydration status of primary school children (9-10y) across the school day was associated with cognition and mood. Food and fluid intake were tracked using photographic dietary records.
View Article and Find Full Text PDFBMC Psychol
August 2025
Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran.
Emotions are an integral part of the classrooms, where learners and teachers constantly interact. Boredom, a negative academic emotion, adversely affects learning processes and achievement. As a result of its importance and essential role in EFL contexts, this area of inquiry has been the focus of academic research and critical examination.
View Article and Find Full Text PDFJ Adolesc
August 2025
School of Psychology, Shaanxi Normal University, Xi'an, Shaanxi, China.
Background: Achievement emotions (e.g., enjoyment, pride, anxiety, boredom) critically influence students' academic engagement and performance.
View Article and Find Full Text PDFFront Psychol
July 2025
Graduate School of Pharmaceutical Sciences, The University of Tokyo, Tokyo, Japan.
This study investigated factors associated with online orientation and preferences in lower-grade schoolchildren, focusing on attention-deficit/hyperactivity disorder (ADHD), boredom, and concentration tendencies in both children and mothers, as well as maternal parenting styles. Data were collected from 341 mothers (172 of boys, 169 of girls), who completed rating scales on these factors and reported their children's preferred activities and those they could concentrate on for extended periods. Based on maternal responses, children were categorized into "online-concentrated" ( = 191) vs.
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