The Moderating Effect of Self Directed Learning (SDL) Environment on the Relationship Between Boredom Proneness and Performance

Abstract

Boredom is the most important factor in school dropout and underachievement in learning environments (Farrell, Peguero et al. 1988). This study explores how the self-directed learning environment mitigates the relationship between boredom and performance. For organizations, executives and upper level managers wishing to optimize learning environments and performance outcomes of training programs, reducing boredom or the impact of boredom on performance is a good place to begin. Therefore, the purpose of this paper is to determine whether the learning environment can reduce the negative impacts of boredom on performance.