A cross-cultural validation of the Learning-Related Boredom Scale (LRBS) with Canadian and Chinese college students

Virginia M. C. TZE, Robert M. KLASSEN, Lia M. DANIELS, Johnson C.-H. LI, Xiao ZHANG

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This study evaluated the psychometric properties of the Learning-Related Boredom Scale (LRBS) from the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005; Pekrun, Goetz, Titz, & Perry, 2002) in a sample of 405 university students from Canada and China. Multigroup confirmatory factor analysis was used to test the factor structure and measurement invariance of the LRBS across cultural settings, after which the relationships between the LRBS, boredom frequency in class, intrinsic motivation, and self-efficacy for self-regulated learning (SESRL) were examined. Results showed evidence of reliability and measurement invariance of the LRBS, and the relationships between the LRBS, boredom frequency, and SESRL were similar across settings. The study thus provided evidence that learning-related boredom is a valid construct across culturally diverse school settings and supported the use of the LRBS in both Canadian and Chinese student populations. Copyright © 2013 SAGE Publications.
Original languageEnglish
Pages (from-to)29-40
JournalJournal of Psychoeducational Assessment
Volume31
Issue number1
Early online dateJul 2012
DOIs
Publication statusPublished - Feb 2013

    Fingerprint

Citation

Tze, V. M. C., Klassen, R. M., Daniels, L. M., Li, J. C.-H., & Zhang, X. (2013). A cross-cultural validation of the Learning-Related Boredom Scale (LRBS) with Canadian and Chinese college students. Journal of Psychoeducational Assessment, 31(1), 29-40.

Keywords

  • Boredom
  • Cross-cultural
  • Validation
  • Motivation
  • Emotion