Boredom in the Classroom: Addressing Student Motivation, Self-Regulation, and Engagement in Learning

By Gayle L. Macklem. 2015

157 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/48dee43f72ed4fc61f202c3986518461fd065cba

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Jean–Marc Dewaele
2. Mariusz Kruk
3. Chengchen Li

In Cognitive Neuroscience

1. Jean–Marc Dewaele
2. Chengchen Li
3. Mariusz Kruk

In Experimental and Cognitive Psychology

1. Jean–Marc Dewaele
2. Chengchen Li
3. Mariusz Kruk
4. Aneta Pavlenko
5. Livia Dewaele
6. P. Macintyre
7. A. Panayiotou

Citations in the corpus

• Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English (2019, background): “It should be noted, however, that teachers usually attribute boredom to anxiety, depression, various personality factors and laziness (Macklem, 2015) and so they tend to neglect it.”
• Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, unknown): “…1975; Fogelman, 1976; Gjesme, 1977; Vandewiele, 1980; Wasson, 1981; Tidwell, 1988; Larson, 1991; Shaw, 1996; Belton and Pryadharshini, 2007; Macklem, 2015), irrespective of ability (Newberry and Duncan, 2001; Cullingford, 2002; Fallis and Opotow, 2003; Kanevsky and Keighley, 2003; Frenzel…”
• Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “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).”
• Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, unknown): “…engagement provided above helps better understand the notion of ‘disengagement’, which can be defined as the act of withdrawing from involvement in an activity or situation because of an individual’s inability to generate interest, pleasure and/ or satisfaction (Macklem, 2015; Pekrun et al., 2010).”