NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ892639
Record Type: Journal
Publication Date: 2010-Aug
Pages: 19
Abstractor: As Provided
Reference Count: 102
ISBN: N/A
ISSN: ISSN-0022-0663
Boredom in Achievement Settings: Exploring Control-Value Antecedents and Performance Outcomes of a Neglected Emotion
Pekrun, Reinhard; Goetz, Thomas; Daniels, Lia M.; Stupnisky, Robert H.; Perry, Raymond P.
Journal of Educational Psychology, v102 n3 p531-549 Aug 2010
The linkages of achievement-related boredom with students' appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional, and predictive investigations. Studies 1 and 2 assessed students' boredom in a single achievement episode (i.e., state achievement boredom); Studies 3, 4, and 5 focused on their habitual boredom (i.e., trait achievement boredom). Samples consisted of university students from two different cultural contexts (North America and Germany). In line with hypotheses derived from Pekrun's (2006) control-value theory of achievement emotions, achievement-related subjective control and value negatively predicted boredom. In turn, boredom related positively to attention problems and negatively to intrinsic motivation, effort, use of elaboration strategies, self-regulation, and subsequent academic performance. Findings were consistent across different constructs (state vs. trait achievement boredom), methodologies (qualitative, cross-sectional, and predictive), and cultural contexts. The research is discussed with regard to the underdeveloped literature on achievement emotions (Contains 4 tables and 1 figure.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Germany; North America
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire