Mindfulness predicts academic diligence in the face of boredom

摘要: Abstract Working diligently on academic tasks despite boredom is critical for advancing long-term learning goals. Yet little known about the personal qualities that boost students' resilience to boredom. Two field studies involving 1071 high school students tested hypothesis mindfulness predicts diligence through its association tolerance of feelings arise during learning. In both studies, completed self-report measures and tolerance. Study 1, was measured using a behavioral measure in which could spend time working tedious, but “good-for-you” math skill-building activity or watching entertaining videos. 2 preregistered replication diligence. with higher reported that, turn, predicted greater Results were observed above beyond intensity, demographic characteristics, motivational beliefs. This study provides novel evidence theoretical model linking