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year 15, Issue 4 (1st Summer 2026 2026)
Rooyesh 2026, 15(4): 59-70 |
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Zarei S. (2026). Antecedents of Student Boredom in the Classroom from the Perspective of Faculty Members: A Qualitative Study. Rooyesh. 15(4), 59-70.
URL: http://frooyesh.ir/article-1-6957-en.html
URL: http://frooyesh.ir/article-1-6957-en.html
Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran. , salman_zarei@yahoo.com
Abstract: (16 Views)
The present study aimed to identify the antecedents of students’ boredom in the classroom from the perspective of university faculty members. A qualitative approach and reflexive thematic analysis method were employed. Through purposive and maximum variation sampling, 17 faculty members at Lorestan University during the 2023–2025 academic year were selected. Data were collected through in-depth semi-structured interviews and analyzed using interpretive thematic analysis based on the framework proposed by Braun and Clarke (2006). Results: Data analysis yielded 34 primary codes, 12 subcategories, and ultimately 4 main themes. The main themes included: (1) students’ individual and psychological factors, (2) classroom environment and teaching-related factors, (3) content- and course-structure–related factors, and (4) external factors and students’ non-academic roles. Findings indicate that boredom in the classroom has a multi-layered process that offers implications for designing educational interventions and improving instructional quality in higher education.
Type of Article: Qualitative article |
Subject:
Educational Psychology
Received: 2026/02/15 | Accepted: 2026/03/10 | ePublished: 2026/07/1
Received: 2026/02/15 | Accepted: 2026/03/10 | ePublished: 2026/07/1
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