Academic Boredom in Under- and Over-Challenging Situations

Autor/inn/en	Acee, Taylor W.; Kim, Hyunjin; Kim, Hyunjin J.; Kim, Jung-In; Chu, Hsiang-Ning R.; Kim, Myoungsook; Cho, YoonJung; Wicker, Frank W.
Titel	Academic Boredom in Under- and Over-Challenging Situations
Quelle	In: Contemporary Educational Psychology, 35 (2010) 1, S.17-27 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2009.08.002
Schlagwörter	College Students; Student Attitudes; Psychological Patterns; Measures (Individuals); Learner Engagement + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Messdaten
Abstract	This project explored students' perceptions of academic boredom in under- and over-challenging situations with the hypothesis that boredom is a multidimensional and situation-dependent construct. In Study 1, college students were asked to think of an under- and over-challenging situation and for each situation complete the 36-item Academic Boredom Scale (ABS-36). Study 2 was a replication of Study 1 but also included Pekrun, Goetz, and Perry's Academic Emotions Questionnaire (AEQ). CFA results from both studies suggested one general boredom factor in situations students recalled as being under-challenging but two boredom factors in situations students remembered as being over-challenging. Task-focused boredom was characterized by the tediousness and meaninglessness of a task, whereas self-focused boredom was characterized by feeling dissatisfied and frustrated. A 10-item Academic Boredom Scale (ABS-10) was derived and strong reliability and validity coefficients were obtained. This research helps to provide a clearer picture of different meanings students might have in mind when they say they are bored. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10