Differences in Boredom Proneness According to Gender and Academic Achievement

The purpose of this study was to explore the differences in boredom proneness by gender and academic achievement among a sample of 612 (185 male, 427 female) Jordanian undergraduate students. Boredom proneness was measured using the short form of the boredom proneness scale (Vodanovich, Wallace, & Kass, 2005). Results showed that females scored significantly higher on the external stimulation subscale than males, and low achieving students scored significantly higher on the subscales of internal and external stimulation, compared with their peers who were high achievers. Based on these results, implications for counselors and future research were presented.