To produce or not to produce? Understanding boredom and the honor in underachievement

By L. Kanevsky, T. Keighley. 2003

251 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b1915df14b62da6a0bc0b820ea66bc868a57427d

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Citations in the corpus

Can boredom help? Increased prosocial intentions in response to boredom (2017, unknown): “…a low level of arousal (Smith & Ellsworth, 1985); boredom shares with frustration that people may wish to disengage from the current activity (Kanevsky & Keighley, 2003; Klinger, 1975), and people who are prone to boredom are more likely to get angry (e.g., Dahlen, Martin, Ragan, Kuhlman,…”
The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review (2012, background): “motivation, awareness of the psychological value of leisure time (Iso-Ahola and Weissenger 1987); and a reduction in control, choice, challenge, complexity, and caring in learning (Kanevsky and Keighley 2003; Chen 1998).”
The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “One finds not only no consensus as how to define boredom (Belton & Priyadharshini, 2007; Kanevsky & Keighley, 2003; Vodanovich & Watt, 2015), but also an honest admission that boredom “remains a construct that is difficult to define” (Malkovsky et al., 2012, p. 59; see also Goldberg et al., 2011,…”
Patterns of boredom and its relationship with perceived autonomy support and engagement (2014, background): “Kanevsky and Keighley (2003) interviewed three underachieving gifted high school students.”
Deferential Differentiation (2011, background): “They did not want to “coast” through school; they felt challenging con tent was fun (see also Kanevsky & Keighley, 2003).”
Clinical and Mental Health Issues in Counseling the Gifted Individual (2015, background): “Boredom is a frequent state of affairs for gifted individuals (Kanevsky & Keighley, 2003; Peine & Coleman, 2010).”
What to do when feeling bored? Students' strategies for coping with boredom. (2010, background): “Most descriptions of external situations that provoke boredom focus on a lack of stimulation in the task or environment (e.g. Kanevsky & Keighley, 2003; Mann & Robinson, 2009; Mon eta & Csikszentmihalyi, 1996; Reid, 1986; Vodanovich, 2003b).”
The Unengaged Mind (2012, background): “Bored individuals in qualitative studies also report disordered agency and diminished self-determination (e.g., Bargdill, 2000; Kanevsky & Keighley, 2003; Martin et al., 2006).”
Boredom and schooling: a cross‐disciplinary exploration (2007, background): “(a) Autonomy and control Numerous studies conducted with adolescents (Larson & Richards, 1991; Kanevsky & Keighley, 2003; Fallis & Opotow, 2003; Strong et al., 2003; Girod et al., 2005) have suggested the need for a greater involvement of students with the curriculum, the need for room for…”
Examining boredom : Different causes for different coping profiles (2015, unknown): “The factors contributing to boredom represent variations of control and value appraisals such as a lack of control, choice, challenge, and meaning (e.g., Acee et al., 2010; Kanevsky & Keighley, 2003; Tze, Daniels, Klassen, 2014).”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, background): “…1988, as cited in Seeley, 2004), and the value some of these students placed on a close, caring relationship with teachers (Cramond et al., 2007; Kanevsky & Keighley, 2003), gifted students at risk for dropping out of high school would likely benefit from a relationship with a mentor to provide…”
School Factors and the Underachievement of Gifted Students in a Talent Search Summer Program (2007, background): “…is caused by a school environment that does not meet the educational needs of the gifted student (Baker et al., 1998; Benbow & Stanley, 1996; Betts, Zau, & Rice, 2003; Colangelo, Assouline, & Gross, 2004; Colangelo, Kerr, Christensen, & Maxey, 1993; Emerick, 1992; Kanevsky & Keighley, 2003).”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “Boredom has also been recognised as a contributing factor in the general disillusionment and disaffection of pupils at school (Loken, 1973; Robinson, 1975; Fogelman, 1976; Gjesme, 1977; Vandewiele, 1980; Wasson, 1981; Tidwell, 1988; Larson, 1991; Shaw, 1996; Belton and Pryadharshini, 2007; Macklem, ”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “…heavy with tedious “busy work” may result in lower perceived value for academic work for gifted students (Fredricks, Alfeld, & Eccles, 2010; Plucker & McIntire, 1996), as many gifted students must spend time completing assignments they consider boring or useless (Kanevsky & Keighley, 2003).”