Sixty-six undergraduate psychology students participated in three sessions of an online boredom training program at Thompson Rivers University. Their participation has contributed to the testing of separate phases of a large-scale intervention targeting university boredom. In each phase, we tested students’ (1) boredom knowledge, (2) boredom beliefs, and (3) situation modification strategies before and after viewing a video targeting each aspect. In the following research brief, we report the frequencies of correct items students chose before and after watching the videos.
