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The effect of boredom proneness as measured by the Boredom Proneness Scale (R. F. Farmer R. B. Winston, T. K. Miller, & J. S. Prince, 1995). Low boredom-prone students had significantly higher scores on the following SDTLA measures: career planning, lifestyle planning, peer relationships, educational involvement, instrumental autonomy, emotional autonomy, interdependence, academic autonomy, and salubrious lifestyle. Gender differences on boredom proneness and psychosocial development measures are discussed.
Watt et al. (Sat,) studied this question.
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