The Relationship between the Use of Coping Strategies When Dealing with Academic Boredom and Teacher-Student Relationships among Elementary Students

Boredom in the classroom setting is slowly becoming an epidemic in education, particularly within elementary grade levels (Nett et al., 2010). Most teachers understand that not all students learn the same way and that the same teaching style does not work for all students. When boredom is experienced, students may react very differently--some adaptively and others maladaptively. The focus of this study is to examine the coping strategies used to deal with academic boredom among students between ages 6 to 9 years old from their teacher's perspective. Additionally, this study sets out to further explore if student likability from a teacher's perspective impacts a child's coping strategies (adaptive or maladaptive) when experiencing boredom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]