Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

By Reinhard Pekrun, Thomas Goetz, Lia M. Daniels, Robert H. Stupnisky, R. Perry. 2010

1,075 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fe2abc3a22f30f7f167f909055d0442ee575005e

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Citations in the corpus

The impact of critical thinking disposition on learning using business simulations (2015, background): “Control-value theory suggests that students will be more motivated to engage with a learning activity if they perceive it as an appropriate challenge for their skill level, such that they have some level of control over the outcome of the activity (Cordova and Lepper, 1996; Pekrun et al., 2010).”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “Boredom is considered a negative activity emotion and is one of the most frequently experienced unpleasant emotions (Pekrun et al. 2010; Goetz et al. 2007).”
Patterns of boredom and its relationship with perceived autonomy support and engagement (2014, methodology): “This theoretical perceptive has been supported by empirical evidence (e.g., Goetz et al., 2006; Pekrun et al., 2010, 2011).”
Gaze tutor: A gaze-reactive intelligent tutoring system (2012, background): “, frustration), an effective response to boredom must address attention due to the inextricable link between attention and engagement (Fisher, 1993; Pekrun et al., 2010; Thackray, 1981).”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “In contrast, boredom is considered an affective state characterized by unpleasant feelings, a lack of stimulation, and low physiological arousal (Pekrun et al., 2010).”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “…such as pleasure, not irritation and no boredom, reflects the high self-efficacious’ capacity in controlling their surroundings and enjoy taskinvolvement (see Bandura, 1997; Ross, 1998; Csikszentmihalyi, 1990; Pajares & Schunk, 2005; Pekrun et al., 2010; Schmitz & Schwarzer, 1999; Wheatley, 2005).”
Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “…as it undermines attention, effort, motivation, and engagement during achievement activities as well as resulting task performance (Camacho-Morles et al. 2019a; Craig et al. 2004; Haager et al. 2018; Pekrun et al. 2010; Pekrun et al. 2017a; Perry et al. 2001; Putwain et al. 2018a; Tze et al. 2016).”
The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “For example, boredom often arises in academic contexts (Belton & Priyadharshini 2007; Mann & Robinson, 2009; Pekrun et al., 2010; Vogel-Walcutt, et al., 2011).”
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, background): “It has also been shown that boredom is negatively correlated with intrinsic motivation (Pekrun et al., 2010), it may stem from a lack of meaning in learning as well as from distorted time perception which gives one the impression of being stuck in a given activity (Eastwood et al.”