Academic boredom in under- and over-challenging situations
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Being over- or under-challenged may trigger boredom or anxiety.
“The SNA sequences the tasks according to the student's level of challenge, which is inferred from the student's interaction using the amount of feedback provided as a key indicator, in order to avoid students being over- or under-challenged, which may trigger boredom or anxiety (as described by Acee et al., 2010).”
From Affective learning: Improving engagement and enhancing learning with affect-aware feedback (2017) · cites this paper as Acee et al., 2010
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Design and implementation of volitional control support in mathematics courses
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- Authors
- Acee, T. W., Kim, H., Kim, H. J., Kim, J.-I., Chu, H.-N. R., Kim, M., Cho, Y., & Wicker, F. W.
- Affiliations
- Texas State University (US)
- The University of Texas at Austin (US)
- University of Colorado Denver (US)
- Corresponding author
- Acee, Taylor W.
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2010-01
- Volume
- 35
- Issue
- 1
- Pages
- 17-27
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W1973211382
- Cited by
- 237
- References
- 37
- Citations by year
- 2026: 11 · 2025: 23 · 2024: 21 · 2023: 18 · 2022: 20 · 2021: 19 · 2020: 22 · 2019: 14 · 2018: 10 · 2017: 17 · 2016: 11 · 2015: 13 · 2014: 14 · 2013: 11 · 2012: 2
- FWCI
- 5.08
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Contemporary Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Life Sciences › Neuroscience › Cognitive Neuroscience › Mind wandering and attention
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
- Keywords
- academic boredom, academic emotions, student perceptions, scale development
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