A Control–Value Theory Approach to Boredom in English Classes Among University Students in China

By Chengchen Li. 2021

257 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/58d4d091450d26849c9120c0c3ff77668c724dd7

How researchers see this paper

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

In Cognitive Neuroscience

1. Jean–Marc Dewaele
2. Lawrence Jun Zhang
3. Chengchen Li

In Experimental and Cognitive Psychology

1. Jean–Marc Dewaele
2. Lawrence Jun Zhang
3. Chengchen Li
4. Guiying Jiang
5. Aneta Pavlenko
6. Livia Dewaele
7. P. Macintyre
8. A. Panayiotou

In Social Psychology

1. Chengchen Li
2. Jean–Marc Dewaele
3. Lawrence Jun Zhang
4. Guiying Jiang
5. Ju Seong Lee
6. P. Macintyre

Citations in the corpus

• Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, methodology): “Boredom can be defined as an unpleasant affective or psychological state that is associated with low physical and cognitive arousal, specific time perceptions (e.g. dragging or standing still) and action tendencies to disengage from what is going on around (Li, 2021).”
• Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, background): “…enjoyment, anxiety and boredom, have been capturing most attention from researchers, which could be attributed to the operationalisation of these concepts in the speci fi c context of L2 learning and the availability of reliable and valid measurement tools (Li, Huang, and Li 2021; Teimouri 2018).”