Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals.

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Process Account of Curiosity and Interest: A Reward-Learning Perspective (2018, background): “For example, if one fails to acquire knowledge, the expectancy belief may be decreased and, as a result, the person may not feel motivated to initiate information-seeking behavior again (Durik et al. 2015; Tanaka and Murayama 2014).”
Student interest as a key driver of engagement for first year students. (2017, background): “Tanaka and Murayama (2014) also found higher perceptions of utility were associated with higher interest and lower boredom, particularly when combined with high selfefficacy and low task difficulty.”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, methodology): “…an AEQ user’s manual in the public domain (Pekrun et al., 2005a), other studies quickly followed including the work of Daniels et al. (2008, 2009), Tanaka and Murayama (2014) and Ranellucci et al. (2015) on competence-relevant achievement goals (task mastery, performance-approach and…”