Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

Pekrun, Reinhard; Goetz, Thomas; Daniels, Lia M.; Stupnisky, Robert H.; Perry, Raymond P.

doi:10.1037/a0019243

Cited by 863 publications

(959 citation statements)

References 89 publications

(120 reference statements)

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“…In this regard, TUT-sampling methods of the sort used in the current study will be a useful research tool in elucidating a possible mechanism by which interest, engagement, and boredom may affect students' learning in the moment (Fulmer et al, 2015;Pekrun, Goetz, Daniels, Stupinsky, & Perry, 2010), because they can provide a more direct measure of attentional focus and, hence, dynamic changes in students' awareness in real time.…”

Section: Issues Of Causalitymentioning

confidence: 99%

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

121

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A combined experimental-correlational study with a diverse sample (N = 182) from two research sites tested a set of five a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video, and also whether longhand note-taking would help reduce mind wandering, at least for some students. Half the subjects took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that: (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the two sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning.Keywords: mind wandering, note-taking, learning, education, situational interest, media multitasking Mind Wandering, Lecture Learning, and Situational Interest 3 A Combined Experimental and Individual-Differences Investigation into Mind Wandering During a Video LectureHow can teachers and students optimize learning? Cognitive psychologists are increasingly applying laboratory findings to this educational problem. Principles from the memory literature, such as the benefits of spaced practice, testing, and metacognitive selfevaluations, have been most successfully employed and broadly disseminated (for reviews, see Benassi, Overson, & Hakala, 2014;Brown, Roediger, & McDaniel, 2014;Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). We suggest that this education-focused research should also embrace two additional domains: (a) individual differences in cognitive abilities and domain experience (e.g., interest and knowledge) and (b) the functions-and dysfunctions-of attention in learning contexts.Stable cognitive-ability differences, such as those in working memory capacity (WMC), predict many indices of academic achievement (e.g., Alloway & Alloway, 2010;Cowan et al., 2005). Educational psychology has further identified personality and experi...

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Section: Issues Of Causalitymentioning

confidence: 99%

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

121

View full text Add to dashboard Cite

show abstract

“…Boredom is commonly described as an emotion comprising unpleasant feelings, reduced arousal and motivation to engage in the activity, altered perception of time, and specific facial, postural and verbal expressions (Pekrun, et al, 2010). Although Pekrun et al (2010) propose that boredom will be reduced by excitement and curiosity, they argue that boredom is not equivalent to a lack of positive emotions-which would be a rather neutral state, neither motivating the individual to avoid, nor to engage in, the activity.…”

Section: Theoretical Framework 21 Emotionsmentioning

confidence: 99%

“…Although Pekrun et al (2010) propose that boredom will be reduced by excitement and curiosity, they argue that boredom is not equivalent to a lack of positive emotions-which would be a rather neutral state, neither motivating the individual to avoid, nor to engage in, the activity. Instead Pekrun et al (2010) define boredom as a negative deactivating emotion, which implies a motivation to actively avoid an activity. In this paper, boredom is viewed as the opposite of positive activating emotions (corroborated by our validation procedure, see the "Method" section).…”

Section: Theoretical Framework 21 Emotionsmentioning

confidence: 99%

“…Pekrun et al (2002) provided evidence from several of their studies that positive activating achievement emotions (e.g., enjoyment) stimulate effort and intrinsic motivation while negative deactivating emotions, e.g., boredom, will generally lead to withdrawal and irrelevant thinking. Later, Pekrun et al (2010) showed that boredom is deleterious for effort and intrinsic motivation, and ultimately, academic performance. We acknowledge that learning is possible even when energized by negative emotions (e.g., anger, frustration) and that knowledge about details is often necessary for the development of a global understanding.…”

Section: Introductionmentioning

confidence: 99%

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Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

2014

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PostprintThis is the accepted version of a paper published in European Journal of Psychology of Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. The study aims to assess the relative importance of a large number of variables for predicting students' positive activating emotions during mathematics learning. Participants were 668 firstyear upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students' perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students' emotional experiences during this lesson. Singleconstruct and multivariate models for predicting students' emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59% of the variance in students' emotional experiences. The two most important constructs were students' type of motivation and perceived degree of learning, which together predicted 48% of the students' emotions. Single-construct models predicted, at most, 36%. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.

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“…Many researchers have shown the positive effects of considering emotions in classroom settings (Pekrun et al 2010;Pekrun and Linnenbrink-Garcia 2012). For example, Pekrun and Linnenbrink-Garcia (2012) found in their study on academic emotions and student engagement that emotions can have an influence on students' engagement; can re-inforce the storage and retrieval of information; and can increase motivational and behavioural engagement, which in turn will have a positive effect on academic learning and achievement.…”

Section: Understanding Emotions In Teaching and Learningmentioning

confidence: 99%

Attending to the affective: Exploring first year students' emotional experiences at university

Bharuthram

2018

SAJHE

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This study engaged students at the affective level in order to acquire a better understanding of their emotional experiences at university with the ultimate aim of improving teaching and learning.A qualitative research study was undertaken whereby students wrote about their feelings at that particular moment, on two different occasions in a semester. The data reveals that students used mostly negative descriptors to express their emotions some of which included feelings of selfdoubt, alienation, loss of identity and not belonging to the university and their disciplinary community. The feelings expressed by students show that their emotions constitute the very core of their being and are therefore intertwined with the way they perceive their studies and themselves as students and as individuals. Hence, it is argued that emotional factors cannot be disentangled from teaching and learning and that spaces need to therefore be created in the curriculum for the inclusion of the affective domain.

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Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

Cited by 863 publications

References 89 publications

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

Attending to the affective: Exploring first year students' emotional experiences at university

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