Trajectories of Boredom: Understanding Gen Zs’ Experiences in Reading Literary Texts

This study presents a timely and insightful exploration of Gen Z students' engagement with literary texts, shedding light on the factors contributing to boredom and disinterest. The study’s analysis offers valuable perspectives on modern reading behaviors and the evolving challenges of literary appreciation. By addressing these concerns, the research provides meaningful implications for enhancing reading engagement and instructional strategies. This work is commendable for its relevance, depth, and potential to bridge the gap between literature and the digital-age learner. Utilizing a transcendental phenomenological approach, the study delved into the lived experiences of 10 purposefully selected participants through in-depth interviews. The data were analyzed thematically following Moustakas' (1994) methods to uncover the essence of students' experiences with literary texts in an educational context. Results showed that the participants' engagement levels varied significantly based on the personal relevance and relatability of the texts. Boredom trajectories, characterized by fluctuations in interest, are described as a result of monotonous narratives in literary texts read (such as novels, short stories, poems, etc.), lack of engaging content, and internal and external distractions i.e. reading environment and circumstances, physical discomfort and distraction. Students often found certain texts repetitive and uninspiring, leading to disengagement. However, the students were able to find their own ways to transform the negative emotion – boredom – felt while reading literary texts into an opportunity to motivate themselves, developing their own coping strategies to finish a reading task. The findings revealed a more comprehensive view of how Gen Z Senior High School students relate to literary texts, providing implications for pedagogical and reading strategies targeted at increasing literary appreciation and lowering disengagement in reading literary texts.