Mind Wandering and Test Boredom in Light of Academic Self-Efficacy in a Sample of Undergraduate Students

Ahmed, Abdulaaty Abdulkarim Mohamed

doi:10.21608/jsrep.2025.424414

Mind Wandering and Test Boredom in Light of Academic Self-Efficacy in a Sample of Undergraduate Students

Document Type : Original Article

Author

Abdulaaty Abdulkarim Mohamed Ahmed

Assistant Professor of Educational Psychology, College of Languages & Humanities, Qassim University & College of Education, Al-Azhar University.

10.21608/jsrep.2025.424414

Abstract

The current study aims to identify the level of academic The study aimed to identify the relationship of academic self-efficacy with both mental wandering and test boredom, and to determine the differences in mental wandering and test boredom among participants due to the difference in the level of academic self-efficacy. The study sample consisted of (138) male and female students, enrolled in the preparatory year at Qassim University during the academic year 1445 A.H., with a mean age of (19.23) years, and a standard deviation of (0.54). The study utilized the Academic Self-Efficacy Scale, the Mental Wandering Scale, and the Test Boredom Scale. Findings of the study revealed a negative and statistically significant correlation between the mean scores of academic self-efficacy and its dimensions, and the mean scores of test boredom and all its dimensions. The results revealed that there was a negative and statistically significant correlation between the mean scores of academic self-efficacy, in all its dimensions, and the mean scores of participants in the dimension of mental wandering related to academic tasks, and the total score of mental wandering, while the results did not show a correlation between academic self-efficacy and its dimensions and mental wandering unrelated to academic tasks. The results showed statistically significant differences between participants in mental wandering and test boredom due to their difference in the level of academic self-efficacy, in favor of those with low academic self-efficacy.

Keywords

References

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