Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis

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Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, methodology): “Consistent with previous meta-analytical reviews on boredom and educational outcomes (Tze et al. 2016), our results offered evidence that corroborates the detrimental impact of negative deactivating emotions such as boredom for student academic achievement.”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, methodology): “At its most basic, and in terms of representativeness, generalisability and portability, the majority of studies considered broadly typical of the field and represented here were undertaken by psychologists with largely opportunity or convenience samples of mostly full-time and often first or second”
Job crafting and playful work design: Links with performance during busy and quiet days (2020, background): “This is an important finding, because the negative impact of repetitive and monotonous work on well-being and performance has been widely reviewed (e.g., Loukidou et al., 2009; Schaufeli & Salanova, 2014; Tze et al., 2015).”
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “Interestingly, Tze et al. (2016) also reported a small mean correlation of −0.16 between boredom and achievement in a meta-analysis primarily covering non-TBLEs.”