Finally, a real problem caused by boredom is that it leads you to dislike the things that are the object of boredom. In my senior year of high school, for example, I was forced to read Moby Dick. I struggled to get interested in it and spent long hours staring at the pages trying to lose myself in it. To this day, I really do not like Moby Dick. The negative feelings that came with the boredom have stuck to the book.
“To me, at least in retrospect, the really interesting question is why dullness proves to be such a powerful impediment to attention. Why we recoil from the dull. Maybe it’s because dullness is intrinsically painful; maybe that’s where phrases like ‘deadly dull’ or ‘excruciatingly dull’ come from. But there might be more to it. Maybe dullness is associated with psychic pain because something that’s dull or opaque fails to provide enough stimulation to distract people from some other, deeper type of pain that is always there, if only in an ambient, low-level way, and which most of us spend nearly all our time and energy trying to distract ourselves from feeling, or at least from feeling directly or with our full attention. Admittedly, the whole thing’s pretty confusing, and hard to talk about abstractly…but surely something must lie behind not just Muzak in dull or tedious places any more but now also actual TV in waiting rooms, supermarkets’ checkouts, airport gates, SUVs’ backseats. Walkman, iPods, BlackBerries, cell phones that attach to your head. This terror of silence with nothing diverting to do. I can’t think anyone really believes that today’s so-called ‘information society’ is just about information. Everyone knows it’s about something else, way down.”
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.
“When I have neither pleasure nor pain and have been breathing for a while the lukewarm insipid air of these so called good and tolerable days, I feel so bad in my childish soul that I smash my moldering lyre of thanksgiving in the face of the slumbering god of contentment and would rather feel the very devil burn in me than this warmth of a well-heated room. A wild longing for strong emotions and sensations seethes in me, a rage against this toneless, flat, normal and sterile life. I have a mad impulse to smash something, a warehouse, perhaps, or a cathedral, or myself, to commit outrages, to pull off the wigs of a few revered idols...”
This kind of boredom is different from the others. Like reactant boredom, it’s also unpleasant, but a person experiencing it has low arousal and a lack of positive or negative feelings–in other words, a feeling of helplessness or depression. Of the high school students sampled in the study, 36% of boredom experiences were of the apathetic kind, which is worrisome given that other studies have shown that boredom, depression, and destructive behaviors are often linked.
Acceptance Affection Amusement Anger Angst Anguish Annoyance Anticipation Anxiety Apathy Arousal Awe Boredom Confidence Contempt Contentment Courage Cruelty Curiosity Depression Desire Despair Disappointment Disgust Distrust Ecstasy Embarrassment Empathy Enthusiasm Envy Euphoria Fear Frustration Gratification Gratitude Greed Grief Guilt Happiness Hatred Hope Horror Hostility Humiliation Interest Jealousy Joy Kindness Loneliness Love Lust Outrage Panic Passion Pity Pleasure Pride Rage Regret Rejection Remorse Resentment Sadness Saudade Schadenfreude Self-confidence Self-pity Shame Shock Shyness Social connection Sorrow Suffering Surprise Trust Wonder Worry
Absent-mindedness is where a person shows inattentive or forgetful behaviour. Absent-mindedness is a mental condition in which the subject experiences low levels of attention and frequent distraction. Absent-mindedness is not a diagnosed condition but rather a symptom of boredom and sleepiness which people experience in their daily lives. When suffering from absent-mindedness, people tend to show signs of memory lapse and weak recollection of recently occurring events. This can usually be a result of a variety of other conditions often diagnosed by clinicians such as attention deficit hyperactivity disorder and depression. In addition to absent-mindedness leading to an array of consequences affecting daily life, it can have as more severe, long-term problems.
Erich Fromm and other thinkers of critical theory speak of boredom as a common psychological response to industrial society, where people are required to engage in alienated labor. According to Fromm, boredom is "perhaps the most important source of aggression and destructiveness today." For Fromm, the search for thrills and novelty that characterizes consumer culture are not solutions to boredom, but mere distractions from boredom which, he argues, continues unconsciously. Above and beyond taste and character, the universal case of boredom consists in any instance of waiting, as Heidegger noted, such as in line, for someone else to arrive or finish a task, or while one is travelling somewhere. The automobile requires fast reflexes, making its operator busy and hence, perhaps for other reasons as well, making the ride more tedious despite being over sooner.
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. 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). 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."
"If this is one of your tricks..." Like the time Torin had ordered hundreds of blow-up dolls and placed them throughout the fortress, all because Paris had foolishly complained about the lack of female companionship in town. The plastic "ladies" had stared our from every corner, their wide eyes and let-me-suck-you mouths taunting everyone who passed them.
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.
Some individuals are more likely to be bored than others. People with a strong need for novelty, excitement, and variety are at risk of boredom. These sensation seekers (e.g., skydivers) are likely to find that the world moves too slowly. The need for external stimulation may explain why extroverts tend to be particularly prone to boredom. Novelty seeking and risk-taking is the way that these people self-medicate to cure their boredom.