Academic Boredom in School Context: A Systematic Scoping Review

Abstract

In recent years, academic boredom has been widely studied by various studies, one of which is in the context of education, given the increasing phenomenon of boredom experienced by students and the consequences that accompany it. Not infrequently, these consequences affect academic achievement, even causing maladaptive behaviour from students, such as dropping out and bullying. This study aims to explore the concept of academic boredom, its causes and effects and the instruments used through a literature review. Articles collected to conduct the literature review came from the databased scienScopusd WebenceSciences with the science of 2362 artists. The literature review method used is scoping review, which refers to the JBI study for the Evidence Synthesis stage as well as analysis and from the results based on PRIMSA 2020. From 2362 articles collected, only ten articles were included in the study of the theoretical concept that is widely used by researchers to study value theory achievement emotthe ion (CVTAE) from Pekrun. The results of the scoping review also found it interesting that self-efficacy, apart from being an antecedent variable, is also a mediator variable for the relationship between the independent variables and academic boredom. The consequences, as well as the latest academic bore, and instruments are discussed in more depth in the results and discussion.