Types of boredom: An experience sampling approach

By Thomas Goetz, A. Frenzel, Nathan C. Hall, U. Nett, Reinhard Pekrun, Anastasiya A. Lipnevich. 2014

273 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/886af2e9fe6718e82fe23a56b8106e79dd5dca87

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Examining boredom : Different causes for different coping profiles (2015, unknown): “Recent research on boredom has focused on reciprocal relationships with antecedents over time (e.g., Pekrun et al., 2014), specific types of boredom (e.g., Goetz et al., 2014), and experience sampling methodologies (e.g., Nett et al., 2011).”
Toward a Model of Student Response to Feedback (2016, unknown): “beliefs, just like academic emotions (Goetz, Lüdtke, Nett, Keller, & Lipnevich, 2013; Goetz et al., 2014).”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “and the latent profile analysis of boredom in schools in order to investigate the nature of academic state boredom among students at university (see also Goetz et al. 2010). Resonating with the earlier work of Russell (1980) and others, this was based on the assumption that academic boredom as a sta”
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, background): “The level of arousal and positive/negative emotions are issues which underlie the classification of boredom into five subtypes as follows (Goetz et al., 2014):”
The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “…1960; Fisher, 1993; Hill & Perkins, 1985; London et al., 1972; O’Brien, 2014; Smith, 1981), or both (Bernstein, 1975; Eastwood et al. 2012; Elpidorou, 2014; Fahlman et al., 2013; Fenichel, 1953; Fiske & Maddi, 1961; Goetz et al., 2014; Malkovsky et al., 2012; Van Tilburg & Igou, 2012).”
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning (2018, background): “If an individual assigns little value to the task, then he or she may experience higher levels of frustration, anger, or boredom if the task is a required one (Goetz et al., 2014), regardless of their epistemic beliefs.”