Patterns of boredom and its relationship with perceived autonomy support and engagement

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Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “Enjoyment has been conceptualized as an integral part of student engagement (Shernoff et al., 2014), while boredom was found to be closely related to disengagement, inattention, and reduced motivation (Tze et al., 2014).”
THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, background): “Recently, Tze, Klassen, and Daniels (2014) found that effort regulation is closely related to class-related (but not learning-related) boredom in university students, such that the former decreases and the latter increases over the semester.”
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature (2018, background): “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”