Compare methods

	Leisure Boredom Scale	Free Time Motivation Scale
Field	Sport Leisure Studies	Sport Leisure Studies
Family	Latent structure	Latent structure
Year of origin	1990	2003
Originator	Seppo Iso-Ahola & Ellen Weissinger	Cheryl K. Baldwin & Linda L. Caldwell
Type	Unidimensional latent-construct self-report scale	Multidimensional latent-construct self-report scale
Seminal source	Iso-Ahola, S. E., & Weissinger, E. (1990). Perceptions of Boredom in Leisure: Conceptualization, Reliability and Validity of the Leisure Boredom Scale. Journal of Leisure Research, 22(1), 1-17.	Baldwin, C. K., & Caldwell, L. L. (2003). Development of the Free Time Motivation Scale for Adolescents. Journal of Leisure Research, 35(2), 129-151.
Aliases	LBS, Iso-Ahola-Weissinger Boredom Scale, Free-Time Boredom Measure, Perceived Leisure Boredom Scale	FTMS-A, Free Time Motivation Scale for Adolescents, Baldwin-Caldwell Free-Time Motivation Measure, Adolescent Free-Time Self-Determination Scale
Related	4	4
Summary	The Leisure Boredom Scale (LBS) is a self-report instrument, developed by Seppo Iso-Ahola and Ellen Weissinger in 1990, that measures individual differences in the perception of free time as boring. Grounded in the idea that boredom arises from a mismatch between a person's need for optimal arousal and the stimulation their leisure provides, the scale treats perceived leisure boredom as a single underlying construct captured by a set of Likert-scaled items, originally sixteen, that respondents rate for agreement. Iso-Ahola and Weissinger reported strong internal consistency and construct validity across multiple samples, and subsequent work, such as Weissinger and colleagues' study of intrinsic motivation, established that leisure boredom relates negatively to intrinsic leisure motivation and to leisure satisfaction. The LBS has become a standard measure for studying who experiences free time as empty and unfulfilling and how that perception links to motivation, well-being, and problem behaviors.	The Free Time Motivation Scale for Adolescents (FTMS-A), developed by Cheryl Baldwin and Linda Caldwell in 2003, is a self-report instrument that measures why young people do what they do in their free time, grounded in self-determination theory. Rather than asking only whether adolescents are motivated, it distinguishes five qualitatively different regulatory styles arranged along a continuum of self-determination: intrinsic motivation (free time pursued for its own enjoyment), identified regulation (valued as personally important), introjected regulation (driven by internal pressure such as guilt), external regulation (driven by outside rewards or demands), and amotivation (a lack of any clear reason to act). Each style is captured by a reflective latent subscale and validated through confirmatory factor analysis. Built on Ryan and Deci's self-determination framework and validated with young adolescents, the FTMS-A lets researchers locate where a young person's free-time motivation falls on the autonomy continuum and relate that profile to engagement, boredom, and well-being.