The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.
Academic boredom in under- and over-challenging situations
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788
Russell, J. A. (1980) · Journal of Personality and Social Psychology · doi:10.1037/h0077714 · Cited by 16,334
Confirmatory factor analysis for applied research
Brown, T. A. (2007) · Choice Reviews Online · doi:10.5860/choice.44-2769 · Cited by 15,621
Flow: the psychology of optimal experience
(1990) · Choice Reviews Online · doi:10.5860/choice.28-0597 · Cited by 12,654
Flow: The Psychology of Optimal Experience
Buchanan, R., & Csíkszentmihályi, M. (1991) · Design Issues · doi:10.2307/1511458 · Cited by 9,449
Core affect and the psychological construction of emotion.
Russell, J. A. (2003) · Psychological Review · doi:10.1037/0033-295x.110.1.145 · Cited by 6,113
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_4 · Cited by 3,931
Sensation Seeking : Beyond the Optimal Level of Arousal
Zuckerman, M. (1979) · Medical Entomology and Zoology · Cited by 2,706
Sensation seeking. Beyond the optimal level of arousal
Eysenck, H. J. (1980) · Personality and Individual Differences · doi:10.1016/0191-8869(80)90044-6 · Cited by 2,296
Solving the Emotion Paradox: Categorization and the Experience of Emotion
Barrett, L. F. (2006) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr1001_2 · Cited by 1,823
Boredom proneness--the development and correlates of a new scale
Farmer, R., & Sundberg, N. D. (1986) · Journal of Personality Assessment · doi:10.1207/s15327752jpa5001_2 · Cited by 986
A Factor Analytic Study of the Boredom Proneness Scale
Vodanovich, S. J., & Kass, S. J. (1990) · Journal of Personality Assessment · doi:10.1207/s15327752jpa5501 · Cited by 873
The Silent Epidemic Perspectives of High School Dropouts
Hart, P. D., Bridgeland, J. M., DiIulio, J. J., & Morison, B. (2006) · Cited by 776
(2007) · Choice Reviews Online · doi:10.5860/choice.44-3029 · Cited by 697
Pekrun, R. (1992) · Applied Psychology · doi:10.1111/j.1464-0597.1992.tb00712.x · Cited by 691
Valence focus and arousal focus: Individual differences in the structure of affective experience.
Barrett, L. F. (1995) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.69.1.153 · Cited by 488
The Self-Worth Theory of Achievement Motivation: Findings and Implications
Covington, M. V. (1984) · The Elementary School Journal · doi:10.1086/461388 · Cited by 479
Barbalet, J. M. (1999) · British Journal of Sociology · doi:10.1111/j.1468-4446.1999.00631.x · Cited by 364
Iso‐Ahola, S. E., & Weissinger, E. (1990) · Journal of Leisure Research · doi:10.1080/00222216.1990.11969811 · Cited by 326
Barrett, L. F. (1997) · Personality and Social Psychology Bulletin · doi:10.1177/01461672972310010 · Cited by 277
Inquiry on Emotions in Education
Schutz, P. A., & DeCuir‐Gunby, J. T. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_7 · Cited by 273
Vodanovich, S. J., Wallace, J. C., & Kass, S. J. (2005) · Journal of Personality Assessment · doi:10.1207/s15327752jpa8503_05 · Cited by 220
Hamilton, J. A., Haier, R. J., & Buchsbaum, M. S. (1984) · Personality and Individual Differences · doi:10.1016/0191-8869(84)90050-3 · Cited by 198
Barbalet, J. M. (1999) · British Journal of Sociology · doi:10.1080/000713199358572 · Cited by 183
Time Frames for Mood: Relations between Momentary and Generalized Ratings of Affect
Parkinson, B., Briner, R. B., Reynolds, S. A., & Totterdell, P. (1995) · Personality and Social Psychology Bulletin · doi:10.1177/0146167295214003 · Cited by 159
Psychometric Properties of the Boredom Proneness Scale
Ahmed, S. M. S. (1990) · Perceptual and Motor Skills · doi:10.2466/pms.1990.71.3.963 · Cited by 147
Toward the development and validation of a measure of sexual boredom
Watt, J. D., & Ewing, J. E. (1996) · The Journal of Sex Research · doi:10.1080/00224499609551815 · Cited by 118
Robinson, W. P. (1975) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1975.tb03239.x · Cited by 117
A Factor Analytic Study of the Boredom Proneness Scale
Vodanovich, S. J., & Kass, S. J. (1990) · Journal of Personality Assessment · doi:10.1207/s15327752jpa5501&2_11 · Cited by 104
Memory for pain and affect in chronic pain patients
Bryant, R. A. (1993) · Pain · doi:10.1016/0304-3959(93)90036-o · Cited by 102
Development and validation of a multidimensional scale measuring free time boredom
Ragheb, M. G., & Merydith, S. P. (2001) · Leisure Studies · doi:10.1080/02614360122569 · Cited by 85
Shyness, Boredom, and Grade Point Average among College Students
Maroldo, G. K. (1986) · Psychological Reports · doi:10.2466/pr0.1986.59.2.395 · Cited by 78
The nature of involvement in academic discourse tasks.
Reed, J. H., & Schallert, D. L. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.2.253 · Cited by 45
Development and validation of a multidimensional scale measuring free time boredom
Ragheb, M. G., & Merydith, S. P. (2001) · Leisure Studies · doi:10.1080/02614360150205492 · Cited by 41
Involvement as a temporal dynamic: Affective factors in studying for exams.
Reed, J. L., Hagen, A. S., Wicker, F. W., & Schallert, D. L. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.101 · Cited by 21
Self-citationFarmer, R. F., & Sundberg, N. D. (2010) · The Corsini Encyclopedia of Psychology · doi:10.1002/9780470479216.corpsy0137 · Cited by 7
Student Expectations About Affective Correlates of Academic Goal Setting
Wicker, F. W., Brown, G. W., Hagen, A. S., Boring, W., & Wiehe, J. A. (1991) · The Journal of Experimental Education · doi:10.1080/00220973.1991.10806563 · Cited by 7
Self-citationFreyd (1998) · doi:10.1002/(sici)1099-0720(199812)12:7
Flagged first, then by citations
Research works printed but not linked: 1
- Lee, 1986, Toward the development and validation of a measure of job boredom, Manhattan College Journal of Business, 15, 22
Cited by
Sorted by citations
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2010.10.002 · Cited by 2,248
Pekrun, R. H., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010) · Journal of Educational Psychology · doi:10.1037/a0019243 · Cited by 1,330
Academic Emotions and Student Engagement
Pekrun, R., & Linnenbrink-Garcia, L. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_12 · Cited by 1,181
On boredom: Lack of challenge and meaning as distinct boredom experiences
van Tilburg, W. A. P., & Igou, E. R. (2011) · Motivation and Emotion · doi:10.1007/s11031-011-9234-9 · Cited by 430
The Distancing-Embracing model of the enjoyment of negative emotions in art reception
Menninghaus, W., Wagner, V., Hanich, J., Wassiliwizky, E., Jacobsen, T., & Koelsch, S. (2017) · Behavioral and Brain Sciences · doi:10.1017/s0140525x17000309 · Cited by 417
Metadata
- 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 › Developmental and Educational 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
