In a learning environment, a common cause of boredom is lack of understanding; for instance, if one is not following or connecting to the material in a class or lecture, it will usually seem boring. However, the opposite can also be true; something that is too easily understood, simple or transparent, can also be boring. Boredom is often inversely related to learning, and in school it may be a sign that a student is not challenged enough, or too challenged. An activity that is predictable to the students is likely to bore them.[31]
A 1989 study indicated that an individual's impression of boredom may be influenced by the individual's degree of attention, as a higher acoustic level of distraction from the environment correlated with higher reportings of boredom.[32] Boredom has been studied as being related to drug abuse among teens.[33] Boredom has been proposed as a cause of pathological gambling behavior. A study found results consistent with the hypothesis that pathological gamblers seek stimulation to avoid states of boredom and depression.[34] It has been suggested that boredom has an evolutionary basis that encourages humans to seek out new challenges. It may influence human learning and ingenuity.[35]
Lethargy is a state of tiredness, weariness, fatigue, or lack of energy. It can be accompanied by depression, decreased motivation, or apathy. Lethargy can be a normal response to boredom, inadequate sleep, overexertion, overworking, stress, lack of exercise, or a symptom of a disorder. When part of a normal response, lethargy often resolves with rest, adequate sleep, decreased stress, and good nutrition.[21][22]

Some theories emphasize the role of the situation, some emphasize the role of the person, and some emphasize the interaction between situation and person in causing boredom. The present study examines these models by determining whether boredom propensity (person) and/or experimental condition (situation) independently or in interaction affected state boredom. The study also examined the relative contribution of behavioural activation and inhibition to state boredom. Boredom propensity and condition significantly and independently predicted state boredom, as did the interaction between behavioural inhibition and condition. Implications are discussed, including the possibility of two distinct causes of boredom.
Boredom is similar to mental fatigue and is caused by repetition and lack of interest in the details of our tasks (such as tasks that require continuous attention, waiting at the airport, prisoners locked in cells). Any experience that is predictable and repetitive becomes boring. In general, too much of the same thing and too little stimulation can cause in its victim an absence of desire and a feeling of entrapment (Toohey, 2012).    
Lethargy is a state of tiredness, weariness, fatigue, or lack of energy. It can be accompanied by depression, decreased motivation, or apathy. Lethargy can be a normal response to boredom, inadequate sleep, overexertion, overworking, stress, lack of exercise, or a symptom of a disorder. When part of a normal response, lethargy often resolves with rest, adequate sleep, decreased stress, and good nutrition.[21][22]
Without stimulus or focus, the individual is confronted with nothingness, the meaninglessness of existence, and experiences existential anxiety. Heidegger states this idea as follows: "Profound boredom, drifting here and there in the abysses of our existence like a muffling fog, removes all things and men and oneself along with it into a remarkable indifference. This boredom reveals being as a whole."[27] Schopenhauer used the existence of boredom in an attempt to prove the vanity of human existence, stating, "...for if life, in the desire for which our essence and existence consists, possessed in itself a positive value and real content, there would be no such thing as boredom: mere existence would fulfil and satisfy us."[28]
The expression to be a bore had been used in print in the sense of "to be tiresome or dull" since 1768 at the latest.[4] The expression "boredom" means "state of being bored," 1852, from bore (v.1) + -dom. It also has been employed in a sense "bores as a class" (1883) and "practice of being a bore" (1864, a sense properly belonging to boreism, 1833).[5] The word "bore" as a noun meaning a "thing which causes ennui or annoyance" is attested to since 1778; "of persons by 1812". The noun "bore" comes from the verb "bore", which had the meaning "[to] be tiresome or dull" first attested [in] 1768, a vogue word c. 1780–81 according to Grose (1785); possibly a figurative extension of "to move forward slowly and persistently, as a [hole-] boring tool does."[6]

Martin Heidegger wrote about boredom in two texts available in English, in the 1929/30 semester lecture course The Fundamental Concepts of Metaphysics, and again in the essay What is Metaphysics? published in the same year. In the lecture, Heidegger included about 100 pages on boredom, probably the most extensive philosophical treatment ever of the subject. He focused on waiting at railway stations in particular as a major context of boredom.[25] Søren Kierkegaard remarks in Either/Or that "patience cannot be depicted" visually, since there is a sense that any immediate moment of life may be fundamentally tedious.


In conventional usage, boredom is an emotional and occasionally psychological state experienced when an individual is left without anything in particular to do, is not interested in their surroundings, or feels that a day or period is dull or tedious. It is also understood by scholars as a modern phenomenon which has a cultural dimension. "There is no universally accepted definition of boredom. But whatever it is, researchers argue, it is not simply another name for depression or apathy. It seems to be a specific mental state that people find unpleasant—a lack of stimulation that leaves them craving relief, with a host of behavioural, medical and social consequences."[1] According to BBC News, boredom "...can be a dangerous and disruptive state of mind that damages your health"; yet research "...suggest[s] that without boredom we couldn't achieve our creative feats."[2]
In a learning environment, a common cause of boredom is lack of understanding; for instance, if one is not following or connecting to the material in a class or lecture, it will usually seem boring. However, the opposite can also be true; something that is too easily understood, simple or transparent, can also be boring. Boredom is often inversely related to learning, and in school it may be a sign that a student is not challenged enough, or too challenged. An activity that is predictable to the students is likely to bore them.[31]
People who lack self-awareness are more prone to boredom. A bored individual is unable to articulate what it is that he or she desires or wants to do. They have trouble describing their feelings. An inability to know what will make one happy can lead to a more profound existential boredom. Not knowing what we are searching for means that we lack the capacity to choose appropriate goals for engagement with the world (Eastwood, 2012).
×