{"id":10868,"date":"2026-07-23T11:20:31","date_gmt":"2026-07-23T04:20:31","guid":{"rendered":"https:\/\/dsa.ueh.edu.vn\/en\/?p=10868"},"modified":"2026-07-23T11:20:33","modified_gmt":"2026-07-23T04:20:33","slug":"boreout-when-boredom-becomes-a-form-of-pressure","status":"publish","type":"post","link":"https:\/\/dsa.ueh.edu.vn\/en\/news\/boreout-when-boredom-becomes-a-form-of-pressure\/","title":{"rendered":"Boreout: When Boredom Becomes a Form of Pressure"},"content":{"rendered":"\n

In the context of mounting academic and work-related pressures, burnout and boreout \u2013 a state characterized by fatigue, boredom, and declining motivation \u2013 can all take a toll on mental health, academic performance, and overall quality of life. This article aims to analyze the characteristics, causes, and consequences of boreout among university students, while also proposing practical solutions to help learners sustain their motivation, engagement, and personal development.<\/em><\/strong><\/p>\n\n\n\n

Burnout and boreout: Two types of exhaustion, two different causes <\/strong><\/p>\n\n\n\n

In discussions surrounding mental health, burnout is the most frequently mentioned term when it comes to exhaustion resulting from academic and workplace stress. The World Health Organization (WHO) defines burnout as a syndrome stemming from unmanaged chronic stress at work. This condition arises from a fundamental imbalance: excessively high study and work demands on one hand, and a severe lack of rest time and mental recovery capacity on the other. Those experiencing burnout may invest significant time in their studies or jobs, yet still fail to achieve the results they aim for. According to the International Classification of Diseases, 11th Revision (ICD-11), the WHO does not classify burnout as a distinct medical condition but rather identifies it through three core characteristics. These three key features reflect a progressive deterioration in an individual’s energy, attitudes, and performance when faced with sustained pressure:<\/p>\n\n\n\n

– The first characteristic: Energy depletion. This is the most common and recognizable manifestation of burnout. Students and employees frequently experience a state of exhaustion in which both physical and mental energy are drained, making even routine daily activities increasingly difficult.<\/p>\n\n\n\n

– The second characteristic: Growing detachment and negative attitudes toward work and study. As a response to prolonged overload, individuals often create emotional distance from their responsibilities. This may manifest through negativity, indifference, emotional numbness, and cynicism. Students experiencing this condition gradually lose their sense of connection to their field of study and no longer find enjoyment in learning. Research activities and academic assignments may begin to be viewed with frustration or resentment, leading them to constantly question the value of their efforts.<\/p>\n\n\n\n

– The third characteristic: Reduced professional or academic performance. The combined effects of the previous two characteristics inevitably result in a decline in an individual’s ability to process information and perform effectively. Their ability to concentrate, retain information, and solve problems is significantly impaired. This decline in performance frequently leads to disappointment and self-doubt, creating a vicious cycle: excessive pressure – exhaustion – poor performance – feelings of inadequacy and helplessness.<\/p>\n\n\n\n

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Burnout is a syndrome that develops from prolonged workplace stress that has not been effectively managed. (Source: <\/em>Reclaim<\/em><\/a>) <\/em><\/p>\n\n\n\n

If burnout is a result of excessive demands, boreout stems from prolonged monotony. The term was first introduced in 2007 by Swiss business consultants Philippe Rothlin and Peter Werder in their book Boreout!: Overcoming Workplace Boredom<\/em>. Unlike burnout, which stems from excessive pressure, boreout is a state of mental exhaustion that occurs when work or study becomes overly easy, repetitive, lacking in growth opportunities, and, most importantly, fails to provide a sense of progress or personal value. Most importantly, it fails to provide individuals with a sense of progress or personal value. According to Rothlin and Werder, boreout is characterized by three core components:<\/p>\n\n\n\n

– First, lack of challenge: Students and employees feel that the tasks assigned to them do not match their actual abilities.<\/p>\n\n\n\n

– Second, disengagement: Employees and students gradually lose their sense of connection to their organization, work, or studies. They no longer take initiative, make meaningful contributions, or strive for self-improvement, and instead begin completing tasks merely to fulfill obligations.<\/p>\n\n\n\n

– Third, boredom: This refers to a prolonged state of dissatisfaction, lethargy, and the feeling that each passing day lacks value or meaningful progress. Although boredom is the most visible symptom of boreout, it is, in fact, the consequence of the previously developed lack of challenge and disengagement.<\/p>\n\n\n\n

The symptoms of boreout are often mistaken for laziness or a lack of discipline. Students experiencing boreout continue to participate in academic activities as usual, yet often struggle to maintain concentration while gradually losing interest and beginning to question the meaning of what they are doing. Ironically, because boreout does not present the obvious signs of stress commonly associated with burnout, it is often overlooked or misinterpreted as a lack of personal motivation. As a result, those affected become increasingly prone to self-blame.<\/p>\n\n\n\n

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Various factors can contribute to boreout in the workplace. (Source: <\/em>Huffpost<\/em><\/a>)<\/em><\/p>\n\n\n\n

An analysis through the lens of the Flow theory <\/strong><\/p>\n\n\n\n

The phenomenon of burnout can be explained through \u201cFlow Theory\u201d, developed by psychologist Mih\u00e1ly Cs\u00edkszentmih\u00e1lyi. According to this theory, \u201cflow\u201d is a state in which an individual becomes highly focused and fully immersed in an activity. In this state, people often feel engaged, proactive, and minimally distracted by external factors. Conversely, when the level of challenge exceeds an individual’s current abilities, feelings of anxiety, pressure, and exhaustion are likely to emerge. This imbalance is one of the factors contributing to burnout. Meanwhile, when tasks are overly simple, repetitive, and require little cognitive effort, individuals are more likely to experience monotony and lose interest in what they are doing. If this feeling persists over time, it may develop into boreout. Many people assume that when work or study becomes easier and less demanding, it naturally allows for greater relaxation. In reality, however, prolonged boredom can also generate significant psychological strain. When growth opportunities are lacking, students and employees often find it difficult to perceive their own progress, gradually losing both their motivation and their sense of engagement with the work or studies they are involved in. Therefore, boreout is not merely a temporary feeling of boredom; it is a condition that can directly affect mental well-being as well as academic and professional performance.<\/p>\n\n\n\n

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Model of the Flow zone in relation to challenge and skill level. (<\/em>Source<\/em>: Nakamura & Csikszentmihalyi, The Concept of Flow, 2014<\/em><\/a>)<\/em><\/p>\n\n\n\n

While both burnout and boreout can lead to significant psychological harm, they arise from different root causes and thus demand separate approaches to address them. Properly recognizing the distinctive features of each state is crucial for comprehending the daily challenges encountered by both learners and employees. Nevertheless, boreout tends to be underestimated, as it does not involve the overwhelming workload typical of burnout; yet its consequences are equally severe.<\/p>\n\n\n\n

Having to \u201cperform\u201d productivity to hide idleness<\/strong><\/p>\n\n\n\n

One of the paradoxes of boreout is that individuals experiencing this condition are not necessarily idle in the sense of having nothing to do. In reality, they continue to attend classes, go to work, and participate in their daily activities as usual. Although they may still complete the tasks assigned to them, their level of concentration and engagement gradually declines. In academic and professional environments, busyness is often regarded as a measure of competence, causing individuals experiencing boreout to face pressure stemming from social stereotypes. To avoid being labeled as lazy, many feel compelled to appear constantly busy and hardworking, even when they no longer feel interested in or engaged with the tasks they are performing. This behavior not only consumes time but also creates a double psychological burden: boredom resulting from meaningless work and stress caused by maintaining an image that does not genuinely reflect who they are.<\/p>\n\n\n\n

A diminished sense of self-worth <\/strong><\/p>\n\n\n\n

While burnout leaves individuals physically and emotionally drained, boreout directly undermines their sense of self-worth. Those experiencing boreout are not simply fatigued or disengaged; they frequently find themselves grappling with existential questions: “Is this really the right path for me?” and “Does my work have any purpose?” These are far from ordinary doubts\u2014they signal a gradual erosion of future direction and a loss of meaning in both academic and professional pursuits. Crucially, this state does not only affect those with limited competencies; paradoxically, even the most high-achieving individuals are particularly susceptible to this self-perpetuating cycle. They are painfully aware that their potential remains untapped, yet they see no avenue to demonstrate or cultivate their abilities. This erosion of self-confidence is further reflected in what psychologists term the Impostor Phenomenon. According to Psychology Today, as many as 70% of adults have experienced this phenomenon at least once, and significantly, 30% of high achievers\u2014those regarded as outstanding in their respective domains\u2014are prone to it. Within academia, the prevalence is even more striking: 97.5% of doctoral students, 93.8% of postdoctoral researchers, and 85.7% of university faculty report experiencing Impostor Phenomenon to varying degrees. These statistics expose a profound paradox: those who have ascended to the highest echelons of academic and professional life frequently feel undeserving, question their competence, and harbor a persistent fear of being “exposed” as frauds. This chronic self-doubt drives many to set impossibly high standards, perpetually believe they fall short, and gradually lose trust in their own abilities. As a result, they often delay or avoid new opportunities, despite being more than capable of rising to the challenge.<\/p>\n\n\n\n

Specific consequences of boreout <\/strong><\/p>\n\n\n\n

One of the clearest manifestations of this decline in self-confidence is the tendency to avoid opportunities that require initiative and involve significant challenges. When learners are repeatedly required to perform tasks that are too easy and insufficiently challenging relative to their actual capabilities, they may gradually develop a tendency to underestimate themselves. Rather than recognizing that the problem stems from a lack of challenge in their learning environment, they begin to believe that the problem lies within themselves: \u201cMaybe this is all I am capable of,\u201d or \u201cPerhaps I am not good enough to be entrusted with more difficult tasks\u201d. Such self-doubting thoughts often become most apparent when students encounter important milestones that require initiative and active participation throughout their university education. <\/p>\n\n\n\n

As confidence in their own abilities declines, students tend to avoid opportunities that require greater initiative and challenge, such as undertaking complex research projects, participating in academic competitions, or applying for skill-intensive group projects. Continuously choosing the easiest path not only impoverishes their educational experiences but also deprives them of valuable opportunities to acquire important skills, ultimately making them more passive and placing them at a disadvantage when entering an increasingly competitive labor market.<\/p>\n\n\n\n

From a cognitive perspective, the human brain functions much like a muscle: if it is not exposed to an environment that provides an appropriate level of challenge relative to an individual’s abilities, cognitive flexibility gradually declines over time. One consequence of this process is \u201cbrain fog\u201d, a condition characterized by reduced information-processing capacity and diminished mental agility. Unlike the exhaustion caused by overwork and burnout, brain fog stems from the brain’s prolonged lack of stimulation from tasks that provide an appropriate level of challenge. This decline often becomes apparent only when learners are required to deal with new, complex situations that lack predefined answers or established procedures. Many individuals may struggle to think clearly, respond more slowly, and find it difficult to generate insightful ideas or solutions. This does not necessarily stem from a lack of ability; rather, it reflects the fact that their cognitive skills have not been sufficiently exercised and applied over an extended period.<\/p>\n\n\n\n

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Boreout can lead to a wide range of mental health issues (Source: <\/em>Renewed<\/em><\/a>) <\/em><\/p>\n\n\n\n

Extended states of boredom do not merely impair mental well-being; they also take a toll on physical health. Over time, the combination of diminished motivation, disengagement, and accumulated stress can precipitate a persistent state of fatigue\u2014even when study or work demands remain moderate. Consequently, learners find it increasingly difficult to sustain concentration, their academic efficiency declines, and they often feel depleted of energy for routine daily tasks.<\/p>\n\n\n\n

The earliest and most prevalent signs involve sleep disturbances and disruptions to physical energy levels. Those affected frequently experience insomnia or fragmented sleep stemming from the cumulative stress of the day; alternatively, they may fall into hypersomnia, waking up still plagued by persistent fatigue and lingering headaches. Accompanying these physical symptoms is a profound emotional apathy, through which students gradually lose their former capacity for joy, interest, or motivation. This is not so much overt sadness or disappointment as it is an enduring sense of emptiness\u2014a state in which all emotions become muted and everything around them gradually loses its former allure. Whether engaging in academic work, leisure, or social interaction, all activities seem to forfeit their meaning. Learners may continue to be physically present in their daily academic routines, yet they experience almost no emotional or cognitive connection to the events unfolding around them.<\/p>\n\n\n\n

When individuals no longer derive joy or motivation from their studies, many begin seeking alternative outlets to alleviate emotional distress or generate a sense of stimulation. This often manifests in notable changes to eating patterns. Some experience a loss of appetite, skipping meals regularly without feeling hungry; others, conversely, may turn to overeating as a means of filling an emotional void. Over time, these behavioral shifts can disrupt normal physiological functioning and adversely impact physical health, further entrenching the state of boreout\u2014as the body weakens, the mind becomes increasingly susceptible to despondency. In the absence of timely intervention, these physical repercussions can significantly undermine students’ long-term health and overall quality of life.<\/p>\n\n\n\n

How can we break free from this cycle of boredom? <\/strong><\/p>\n\n\n\n

One of the most effective strategies for breaking free from the monotonous cycle of boreout is to proactively generate new opportunities <\/em><\/strong>for personal growth. Rather than completing tasks at a minimal level, learners can deliberately expand the scope of their assignments to sustain engagement and academic motivation. The underlying principle is straightforward: when faced with an overly simple task, one should not merely fulfill the baseline requirements, but instead set higher benchmarks for oneself. In practice, students can apply this approach across a range of academic scenarios. For example, when assigned a concise report with fundamental specifications, they might broaden its depth by investigating supplementary sources or incorporating more nuanced analytical perspectives. When utilizing a familiar tool or methodology, they should consider experimenting with new models or exploring previously untapped features. In group projects, they can proactively take on more demanding responsibilities\u2014such as coordinating, synthesizing diverse viewpoints, or engaging in critical evaluation\u2014rather than confining themselves to straightforward and routine tasks. The aim of these adjustments is not to generate undue stress or self-imposed difficulty, but to deliberately venture beyond the comfort zone\u2014the very space where boredom and stagnation tend to flourish. By consistently setting appropriately challenging goals, learners not only activate their cognitive faculties more fully but also gain a clearer sense of their own progress, thereby reinforcing their self-efficacy. Ultimately, this process enables them to rediscover intellectual curiosity, sustain motivation for personal growth, and restore a sense of purpose in their academic endeavors.<\/p>\n\n\n\n

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Set goals and boldly embrace a new challenge. (Source: <\/em>Happiness<\/em><\/a>)<\/em><\/p>\n\n\n\n

Beyond simply raising the difficulty level of existing tasks, students can also take the initiative to establish small, daily goals<\/em><\/strong> to sustain their engagement and prevent extended periods of disengagement. These objectives need not be ambitious or intricate\u2014they merely need to provide a concrete target to work toward each day. For example, students might set goals such as completing an assignment ahead of a designated deadline, exploring supplementary readings beyond the prescribed curriculum, acquiring a new skill in a short timeframe, or identifying ways to refine a familiar process. While these modest goals may not yield transformative outcomes individually, they collectively foster positive study habits and shield the mind from falling into a state of inertia\u2014where monotony and passivity tend to thrive. More fundamentally, these small challenges cultivate a proactive mindset and prepare learners to embrace novel experiences. Each day, the completion of even a single minor objective generates a “small win,” allowing learners to recognize their progress and renew their drive to persist. This, in turn, reinforces their commitment to learning and sustains their connection to the broader goals they have set for themselves.<\/p>\n\n\n\n

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\u201cSuccess is rarely the result of one swell swoop, but more often the culmination of many, many small victories.\u201d \u2013 Joseph M. Marshall III. (Source: <\/em>TimeWellScheduled<\/em><\/a>)<\/em><\/p>\n\n\n\n

The formal curriculum does not always succeed in maintaining student engagement or delivering adequately challenging content, especially when material proves repetitive, overly elementary, or deficient in real-world applicability. Under these circumstances, rather than passively awaiting curricular reform, students can proactively venture into new environments<\/em><\/strong> that afford richer opportunities for learning and personal growth. There exists a wide array of pathways to step beyond one’s comfort zone, among which participation in extracurricular activities stands out as particularly effective. Joining a discipline-specific academic club enables students to connect with peers who share their passions, engage in substantive professional discourse, and encounter diverse viewpoints. Concurrently, involvement in research teams offers hands-on experience with the complete research lifecycle\u2014from formulating research questions and collecting data to analyzing results and disseminating findings. Academic competitions, such as subject-specific Olympiads and case study challenges, provide high-stakes platforms where time constraints and creative demands compel participants to draw upon their full intellectual capacities. Furthermore, internships, part-time employment, or freelance engagements present opportunities to grapple with authentic workplace demands and pressures. These experiences necessitate continuous adaptation, problem-solving, and the acquisition of new competencies\u2014often extending beyond the scope of traditional classroom instruction. Such endeavors expose students to scenarios rarely replicated within lecture halls. The persistent requirement to adjust and address unfamiliar challenges not only enriches practical expertise but also revitalizes learners’ enthusiasm for their educational journey.<\/p>\n\n\n\n

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Proactively create opportunities for learning and development. (Source: <\/em>Career.gpo.vn<\/em><\/a>)<\/em><\/p>\n\n\n\n

Each individual must cultivate the ability to candidly assess their own condition, distinguishing between states of overload and those marked by a deficiency of meaningful challenge. At times, the solution lies not in increasing one’s workload, but in reconnecting with goals that are sufficiently purposeful to reignite a genuine commitment to learning and personal growth. Ultimately, education and work transcend the mere completion of tasks\u2014they constitute a voyage of self-discovery and the exploration of one’s latent potential. It is only by venturing beyond the comfort zone that individuals can truly evolve, advance, and develop a profound appreciation for the value of their own endeavors.<\/p>\n\n\n\n

Department of Student Affairs<\/strong><\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Burn-out an “occupational phenomenon”: International Classification of Diseases. (2019, May 28). World Health Organization (WHO). https:\/\/www.who.int\/news\/item\/28-05-2019-burn-out-an-occupational-phenomenon-international-classification-of-diseases<\/a><\/p>\n\n\n\n

Could Digital Tools Revolutionize Student Mental Health? (2025, 03 02). Chegg.org. https:\/\/www.chegg.org\/could-digital-tools-revolutionize-student-mental-health<\/a><\/p>\n\n\n\n

Flow Theory. (n.d.). TheoryHub. https:\/\/open.ncl.ac.uk\/academic-theories\/8\/flow-theory\/<\/a><\/p>\n\n\n\n

Gartner HR Research Finds Only 31% of Employees Report They Are Engaged, Enthusiastic and Energized by Their Work. (2023, 10 24). Gartner Newsroom. https:\/\/www.gartner.com\/en\/newsroom\/press-releases\/2023-10-24-rhr-gartner-hr-research-finds-only-31-percent-of-employees-report-they-are-engaged<\/a><\/p>\n\n\n\n

Priem, J. (2023, 12 08). Employee engagement is low. Here\u2019s what HR can do. HR Executive. https:\/\/hrexecutive.com\/employee-engagement-is-low-heres-what-hr-can-do\/<\/a><\/p>\n\n\n\n

Rothlin, P., & Werder, P. R. (2007). Diagnose Boreout: warum Unterforderung im Job krank macht. Redline Wirtschaft.<\/p>\n\n\n\n

van Hooff, M. L. M., & van Hooft, E. A. J. (2014). Boredom at Work: Proximal and Distal Consequences of Affective Work-Related Boredom. Journal of Occupational Health Psychology<\/em>, 19<\/em>(3), 348\u2013359. https:\/\/www.researchgate.net\/publication\/262789479_Boredom_at_Work_Proximal_and_Distal_Consequences_of_Affective_Work-Related_Boredom<\/a><\/p>\n\n\n\n

Indiana University Bloomington \u2013 Office of the Vice Provost for Faculty & Academic Affairs. (2026, 03 10). Impostor Syndrome<\/em>. Office of the Vice Provost for Faculty & Academic Affairs \u2013 Indiana University Bloomington. https:\/\/vpfaa.indiana.edu\/programs-initiatives\/initiative-advancement-of-women-faculty\/community-tips\/tuesday\/weekly-cgc-tips-2026-03-10.html<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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