Examining boredom : Different causes for different coping profiles

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Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, methodology): “…students in Canada and China, Tze et al. (2013b, 2014a) also revisited the Boredom Coping Scale (BCS) and an English version of the Precursors to Boredom Scale (E-PBS) originally published for use in German schools (Nett et al., 2010, 2011; Daschmann et al., 2011; see also Daniels et al., 2015).”
The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “Furthermore, depending on the situation, there will be different strategies for dealing with boredom (Cummings et al., 2016; Daniels et al., 2015; Game, 2007).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, methodology): “It permeates academic settings, and has consistent repercussions in various aspects in learning, including individual engagement, cognition, motivation, self-regulation, learning strategies, and learning achievement (Daniels et al., 2015; Macklem, 2015).”