The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.
Abstract
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, achievementrelated 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, selfregulation, 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.
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Cites
Fredrickson, B. L. (2001) · American Psychologist · doi:10.1037//0003-066x.56.3.218 · Cited by 18,025
An attributional theory of achievement motivation and emotion
Weiner, B. (1985) · Psychological Review · doi:10.1037/0033-295x.92.4.548 · Cited by 7,846
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566 · cited 10×
“Along with object focus, valence (positive vs. negative, pleasant vs. unpleasant) and activation (activating vs. deactivating) are two critical dimensions for describing achievement emotions (Pekrun, 2006; Watson & Tellegen, 1985).”
BackgroundMethodInfluentialSelf-citationFolkman, S., & Lazarus, R. S. (1985) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.48.1.150 · Cited by 4,845
The four-phase model of interest development
Hidi, S., & Renninger, K. A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_4 · Cited by 4,702
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_4 · Cited by 3,931
Self-citationCorrelates, Causes, Effects, and Treatment of Test Anxiety
Hembree, R. (1988) · Review of Educational Research · doi:10.3102/00346543058001047 · Cited by 1,723 · cited 2×
“With regard to emotions in achievement settings, test anxiety has been examined in more than 1,000 studies to date (Hembree, 1988; Zeidner, 1998, 2007).”
BackgroundPekrun, R., Elliot, A. J., & Maier, M. A. (2009) · Journal of Educational Psychology · doi:10.1037/a0013383 · Cited by 1,255
Self-citationPromoting Interest and Performance in High School Science Classes
Hulleman, C. S., & Harackiewicz, J. M. (2009) · Science · doi:10.1126/science.1177067 · Cited by 1,220
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Cited by
Richardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646
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
Self-citationAcademic 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
Self-citationEmotional intelligence predicts academic performance: a meta-analysis
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020) · Psychological Bulletin · doi:10.1037/bul0000219 · Cited by 1,121
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017) · Child Development · doi:10.1111/cdev.12704 · Cited by 1,091
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Metadata
- Authors
- Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P.
- Venue
- Journal of Educational Psychology
- Published
- 2010-08
- Volume
- 102
- Issue
- 3
- Pages
- 531-549
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2086228408
- Cited by
- 1,182
- References
- 14
- FWCI
- 36.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Funders
- German American Academic Council
- Deutsche Forschungsgemeinschaft
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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