Examining boredom: Different causes for different coping profiles

Daniels, Lia M.; Tze, Virginia M. C.; Goetz, Thomas

doi:10.1016/j.lindif.2014.11.004

Cited by 90 publications

(63 citation statements)

References 35 publications

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“…In summary, in line with the findings of prior studies (Daniels, Tze & Goetz, ; Martinent & Nicolas, ; Nielsen & Knardahl, ), our results lead us to consider that a true understanding of the functioning of academic stress coping processes at the university level requires an assessment of students’ strategies in terms of the flexibility of their coping skills.…”

Section: Discussionmentioning

confidence: 99%

Coping flexibility and eudaimonic well‐being in university students

Freire

Núñez

Arias

2018

Scandinavian J Psychology

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Despite the growing interest in the relationship between coping strategies and eudaimonic well-being, few studies have examined this issue from the perspective of coping flexibility. Therefore, the present study aimed to: (1) identify approach coping profiles in the university context and (2) analyze the differences between these profiles in terms of eudaimonic well-being. A prospective ex post facto design was used and 1,402 university students were selected through convenience sampling. Data were collected using validated self-reported instruments. A latent profile analysis was conducted to identify the participants' coping profiles. The relationship between profiles and eudaimonic well-being was determined using a multivariate analysis of covariance (MANCOVA), with gender, age, and university degree as covariates. Six student profiles were identified based on the degree to which they combined positive reappraisal, support seeking, and planning strategies. The profiles that involved the use of these three strategies to a greater extent experienced more eudaimonic well-being, and vice versa. To analyze the impact of coping on eudaimonic well-being, it is necessary to consider students' ability to combine different approach coping strategies.

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Section: Discussionmentioning

confidence: 99%

Coping flexibility and eudaimonic well‐being in university students

Freire

Núñez

Arias

2018

Scandinavian J Psychology

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“…A body of research has shown that positive and negative emotions impact on student's learning functions (cognitive and learning strategies; Ashby, Isen, & Turken, ; Daniels, Tze, & Goetz, ; Marchand & Gutierrez, ; Meinhardt & Pekrun, ; Pekrun et al, ). For example, anxiety decrements the use of flexible learning strategies (organization and elaboration) and stimulates the use of rigid ones such as rehearsal (Pekrun, ).…”

Section: Related Workmentioning

confidence: 99%

“…For example, anxiety decrements the use of flexible learning strategies (organization and elaboration) and stimulates the use of rigid ones such as rehearsal (Pekrun, ). Also, it has been demonstrated that cognitive strategies may mitigate the effect of boredom (Daniels et al, ). Liu () found that academic boredom, mastery‐approach goals, and performance‐avoidance goals predict academic boredom.…”

Section: Related Workmentioning

confidence: 99%

Factors affecting student learning performance: A causal model in higher blended education

Ramírez-Arellano

Gonzaga

Reyes

et al. 2018

Computer Assisted Learning

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In Mexico, approximately 504,000 students pursue a bachelor's degree by means of distance or blended programmes. However, only 42% of these students conclude their degree on time. In the context of blended learning, the focus of this research is to present a causal model, based on a theoretical framework, which describes the relationships concerning motivations, emotions, cognitive strategies, metacognitive strategies, and learning strategies, and their impact on learning performance. The results suggest that negative emotions play a meaningful role between expectancy (a component of motivation) and learning strategies. Also, the expectancy component of motivation positively influences metacognitive strategies. Concerning the relationship between cognition and metacognition, metacognitive strategies take preference concerning the relationship between metacognitive and learning strategies, supporting the theoretical hypothesis that metacognitive processes are on a higher plane than cognition, and affect cognitive process directly. Moreover, the learning outcomes are directly influenced by cognitive and learning strategies, but not by metacognitive ones. Similarly, motivation has direct effects on metacognitive and learning strategies but not on cognitive ones.

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“…More recent research was carried out by Nett, Götz and Daniels (2010), Daschmann, Götz and Stupinsky (2011), Götz and Hall (2014) and Daniels, Tze and Götz (2015) among others. To start with, Daschmann et al (2011) developed the scale designed to investigate precursors to boredom.…”

Section: Causes Of Boredommentioning

confidence: 99%

Investigating boredom among EFL teachers

Dumančić

2018

ExELL

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The aim of this qualitative study was to investigate boredom among Croatian primary and secondary school teachers of English. The data was gathered by means of an open-ended survey that focused on the teachers’ experiences with classroom boredom. The findings pointed to different causes of boredom in the Croatian FLT context, such as grammar tasks and uninteresting subject matter. Croatian teachers reported various manifestations of boredom, i.e. cognitive and motivational, as well as diverse emotion regulation strategies employed, such as introducing new content or engaging in physical activity. Majority of the teachers stated that boredom did not affect their instructional quality, however there were those who reported having observed adverse effects in their classrooms.

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Examining boredom: Different causes for different coping profiles

Abstract: a b s t r a c t a r t i c l e i n f o

Cited by 90 publications

References 35 publications

Coping flexibility and eudaimonic well‐being in university students

Coping flexibility and eudaimonic well‐being in university students

Factors affecting student learning performance: A causal model in higher blended education

Investigating boredom among EFL teachers

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