Academic boredom in under- and over-challenging situations

By Taylor W. Acee, Hyunjin Kim, Jung-in Kim, Hsiang-Ning R. Chu, Myoungsook Kim, YoonJung Cho, F. Wicker. 2010

225 citations recorded by the source corpus.

Subfields: Applied Psychology, Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2837d181ee70915d20e16a68c561cc2dc0a729b1

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Citations in the corpus

On boredom: Lack of challenge and meaning as distinct boredom experiences (2011, background): “For example, research by Acee et al. (2010) suggests that in some cases, also overly challenging activities can be associated with boredom.”
Interest-based text preference moderates the effect of text difficulty on engagement and learning (2015, background): “…Li, Lee, & Solmon, 2007), lower levels of happiness (Moneta & Csikszentmihalyi, 1996), and an increase in self-reported affective states involving negative valence, such as anxiety, anger, and boredom (Acee et al., 2010; Efklides, 2002; Efklides & Petkaki, 2005; Pekrun, Goetz, Titz, & Perry, 2002).”
The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “It finds drivers behind the wheel, students in classrooms, and inmates in prison (Acee et al., 2010; Belton & Priyadharshini, 2007; Drory, 1982; Grassian, 2006; Larson & Richards, 1991; Mann & Robinson, 2009).”
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “Boredom is experienced when perceived control is either too low (over-challenge) or too high (under-challenge; e.g., Acee et al., 2010).”
Achievement goals, emotions, learning, and performance : A process model (2015, result): “Moreover, negative effects of boredom on students' higherorder time management abilities were observed, an interesting finding consistent with studies showing feelings of boredom to correspond with perceptions of time passing slowly (Acee et al., 2010; Pekrun et al., 2010).”
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES) (2012, background): “between boredom and anxiety might indicate that students of this age think of boredom more as an over-challenging rather than an under-challenging emotion (Acee et al., 2010; Pekrun et al., 2010).”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, result): “The involvement of over-challenge confirmed earlier findings reported by Acee et al. (2010) during development of the Academic Boredom Scale (ABS-10) in the United States, bringing to an end the commonly held belief that academic boredom arose solely from being under-challenged alone.”
The good of boredom (2018, unknown): “, 1984), one assesses leisure or boredom during free time (IsoAhola & Weissinger, 1990; Ragheb & Merydith, 2001), one appraises sexual boredom (Watt & Ewing, 1996), one investigates academic boredom (Acee et al., 2010), and yet another considers purposelessness, under-stimulation, and boredom in can”
The Role of Metamotivational Monitoring in Motivation Regulation (2018, background): “Consistent with the idea of a single, multidimensional experience of boredom, items from a boredom scale assessing the experiences of both dullness and unimportance in an academically unchallenging situation loaded onto a single factor (e.g., Acee et al., 2010; but see Daschmann et al., 2011).”
Students' motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading (2013, background): “Thus, boredom is experienced when task demands are perceived as too high and too low (Acee et al., 2010; Pekrun et al., 2002).”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “In academic settings, boredom only recently gained attention from researchers as a construct separate from interest (Acee et al., 2010; Goetz, Nett, Frenzel, Lipnevich, & Hall, 2012; Pekrun et al., 2010).”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “According to CVT, boredom can be due both to low levels of control (over-challenge) or to high levels of control (under-challenge) and is generally triggered by lack of value (Acee et al., 2010).”
Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance (2016, background): “Thus, further studies should examine students’ levels of boredom in terms of the diverse types of boredom such as academic boredom (Acee et al., 2010) to broaden our current understanding regarding the topic.”