Boredom coping strategies were incorporated with control-value theory variables of control, value, boredom and academic performance to test an integrated model of the antecedents and effects of boredom experienced while studying among university students. A diverse sample of 177 Australian university students with a mean age of 29.64 years (SD = 10.03 years) completed an online survey for the study. Independently, students' lower appraisals of value and control for their course of study were associated with higher experiences of boredom. Additionally, a conditional process analysis revealed dually moderated mediation where the interaction of control and value appraisals negatively predicted experience of boredom while studying, and the combination of higher boredom and a high tendency for behavioural avoidance coping was subsequently linked to lower academic performance. Practical implications for students and universities are discussed, as well as suggestions about future research to further extend our understanding in these important areas of research. Author abstract