Effect of Academic and Leisure Boredom on Study-Leisure Conflict and Academic Performance: A Moderated Mediation Model

[Speaker] Shishido, Takt:1
[Co-author] Watanabe, Hiroshi:1, Tsumita, Atsushi:1, Hojo, Hidekatsu:1
1:Musashino University (Japan)

The purpose of this study is to examine how university student's academic boredom influences their academic performance by jointly investigating the moderating role of leisure boredom and the mediating role of study-leisure conflict. Results obtained from data of 349 undergraduates of a Japanese university showed that an interaction effect between academic and leisure boredom had a significant effect on study-leisure conflict and GPA, and when the level of leisure boredom was higher, academic boredom had a stronger upward effect on study-leisure conflict and stronger downward effect on GPA. A moderated mediation analysis (Preacher et al., 2007) revealed that study-leisure conflict significantly mediated the relationship between academic boredom and GPA, except among students with an extremely low level of leisure boredom. We concluded that the students who felt bored in both study and leisure activities had the strongest internal study-leisure conflict and lowest GPA.
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