Boredom in the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students

By S. Mann, Andrew Robinson. 2009

331 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/45c01dec355f18020f565dddde5fc3880a739449

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Citations in the corpus

The Unengaged Mind (2012, background): “Such measures could include behavioral observations such as monitoring for changes in posture (e.g., slouching or leaning on elbow; see Wallbott, 1998), doodling (Mann & Robinson, 2009), or fidgeting and rhythmic limb movement (D’Mello & Graesser, 2009).”
Teaching Strategies for the Net Generation (2009, background): “A survey of 211 British university students indicated that 59% found lectures boring in at least half of their classes and 30% find most or all of their lectures boring (Mann & Robinson, 2009).”
The good of boredom (2018, unknown): “Finally, boring situations are ones that are perceived as being non-optimal for the subject (Damrad-Frye & Laird, 1989; De Chenne, 1988; Mann & Robinson, 2009; Mikulas & Vodanovich, 1993).”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “…al., 2002; Hounsell and Entwistle, 2005) and the work of Trigwell et al. (2012) in Australia, as well as to replicate and extend the earlier work of Mann and Robinson (2009), our own work in the field (Sharp et al., 2016, 2017a,b, 2018) also broke with tradition by approaching the study of…”
Gaze tutor: A gaze-reactive intelligent tutoring system (2012, background): “…as the session progresses, when the novelty of the system and content fades, and when they have difficulty comprehending the material (Csikszentmihalyi, 1990; D’Mello and Graesser, in press; Larson and Richards, 1991; Mann and Robinson, 2009; Moss et al., 2008; Pekrun, 2010; Pekrun et al., 2010).”
What to do when feeling bored? Students' strategies for coping with boredom. (2010, background): “Mann and Robinson (2009) found that that boredom proneness is the most important moderating factor for experiences of boredom during lectures at university.”
Patterns of boredom and its relationship with perceived autonomy support and engagement (2014, background): “For instance, Mann and Robinson (2009) have found that almost 60% of university students reported being bored more than half of the time in lectures.”
The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “…meaning or non-optimal challenge: Another prominent theme in characterizations of boredom is the claim that boredom is experienced in situations that are somehow non-optimal for the subject (e.g., Damrad- Frye & Laird, 1989; de Chenne, 1988; Mann & Robinson, 2009; Mikulas & Vodanovich, 1993).”
Examining boredom : Different causes for different coping profiles (2015, unknown): “This would be even more likely for individuals high on boredom proneness, a personality factor that inclines an individual to appraise a situation as boring (e.g., Farmer & Sundberg, 1986; Mann & Robinson, 2009).”
Engagement, boredom, and burnout among students : Basic need satisfaction matters more than personality traits (2015, background): “Boredom at school was found to be associated with missing lectures and maladaptive student behaviors (Mann & Robinson, 2009).”
New technology trends in education: Seven years of forecasts and convergence (2011, background): “However, this changed in the 2009 HR (Johnson, Laurence, Levine, & Smith, 2009), as only one related technology was forecasted, namely, the personal Web, which is actually not related to experiencing social collaboration as much as using social-based knowledge to build user-centered content.”
Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance (2016, background): “In fact, this result can be explained based on the strong effects of boredom on student achievement and learning (Mann & Robinson, 2009; Maroldo, 1986; Pekrun et al., 2002).”
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, background): “This implies that, contrary to common beliefs, boredom results from not being able to do what one enjoys doing rather than from having nothing to do at all (Mann & Robinson, 2009; Martin, Sadlo, & Stew, 2006).”
Does Being Bored Make Us More Creative? (2014, result): “This concurs with a study of teachers in which respondents described being bored as tiring, miserable, and frustrating (Mann and Robinson, 2009).”
Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “1, but it is important to note that modern presentation methods, such as the provision of suitable handouts, can have a strong effect on students’ interest during lectures [23], while some modern research on working memory and the ‘modality effect’ [24,25] suggests that lectures, by using multiple c”