An Investigation of Security-Insecurity and Achievement-Boredom in Elementary School Children

Kooker, Earl W.

doi:10.1080/00220973.1959.11010638

Cited by 6 publications

(2 citation statements)

References 8 publications

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“…The Children's Manifest Anxiety Scale consists of 42 anxiety items which are answered "yes" or "no." The Kooker scale (8) gives evidence of children's be-havior which is independent of their responses on a paper-pencil type test and which reflects their "typical" behavior patterns. This scale requires a tramed observer who is familiar with the child's behavior to rate him on a series of 19 behavior items, as occurring "frequently," "fairly often," or "seldom."…”

mentioning

confidence: 99%

Relationship of self-acceptance to other variables with sixth grade children oriented in self-understanding.

Bruce¹

1958

Journal of Educational Psychology

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confidence: 99%

Relationship of self-acceptance to other variables with sixth grade children oriented in self-understanding.

Bruce¹

1958

Journal of Educational Psychology

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“…Research has highlighted numerous detrimental effects of boredom on students’ academic lives in many different grades such as primary school [ 17 ], secondary school and universities [ 18 ]. Notably, numerous studies emphasize that boredom is related to higher attentional problems [ 5 ], lower lecture attendance [ 19 ], lower effort regulation [ 5 ], lower intrinsic and extrinsic motivation to learn, which in turn erodes academic achievement [ 16 , 20 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

Bored to Be Wild: How Boredom Is Related to Pre-Service Teachers’ Intention to Persist in Their Studies

Audrin

Hascoët

2021

IJERPH

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Boredom is an emotion that often arises in an educational context. Past research suggests that boredom depends on specific cognitive appraisals, such as how people can control the task and how much they value it. Research further suggests that boredom is related to negative academic outcomes such as lower grades and a higher risk of dropping out. Here, we tested a mediation model on 324 pre-service teachers during the first lockdown of 2020 in Switzerland to assess (1) how control and value predicted boredom, and (2) how boredom was related to the intention to persist at university. We hypothesized that (1) the more participants felt lacking in control and low in value, the higher their boredom and (2) the more intense their boredom, the lower their intention to persist. We further hypothesized that both control and value would be positively related to the intention to persist, and this link may be mediated by boredom. Our results provide partial support for our mediation model as we found a significant indirect link between control and intention to persist through boredom. More specifically, the more participants lost control over their studies, the more they felt bored, which in turn was negatively related to their intention to persist.

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

2015

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An Investigation of Security-Insecurity and Achievement-Boredom in Elementary School Children

Cited by 6 publications

References 8 publications

Relationship of self-acceptance to other variables with sixth grade children oriented in self-understanding.

Relationship of self-acceptance to other variables with sixth grade children oriented in self-understanding.

Bored to Be Wild: How Boredom Is Related to Pre-Service Teachers’ Intention to Persist in Their Studies

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

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