Daschmann et al. (2014) | Langeweile

Thema: Langeweile
Um diese Studie geht es in der Folge:
Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored?. Teaching and Teacher Education, 39, 22-30.
Arten von Langeweile:
Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U. E., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38(3), 401-419. (anastasiyalipnevich.com/wp-content/uploads/202…)
Erwähnt werden:
• Larson, R. W. & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99, 418–443. (psycnet.apa.org/record/1992-14618-001)
• Götz, T., Frenzel, A. C., & Pekrun, R. (2007). Regulation von Langeweile im Unterricht. Was Schülerinnen und Schüler bei der" Windstille der Seele"(nicht) tun. Unterrichtswissenschaft, 35(4), 312-333. (pedocs.de/volltexte/2012/5499/pdf/UnterWiss_20…)
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. (people.ict.usc.edu/~gratch/CSCI534/Old-Reading…)
• Götz, T., & Frenzel, A. C. (2006). Phänomenologie schulischer Langeweile. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 38(4), 149-153. (kops.uni-konstanz.de/bitstream/handle/12345678…)
• Miller, D. T., & Ross, M. (1975). Self-serving biases in the attribution of causality: Fact or fiction?. Psychological Bulletin, 82(2), 213-225.
Weitere Forschung zum Thema:
Kanevsky, L., & Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20-28. (tandfonline.com/doi/abs/10.1080/02783190309554…)
Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored?: Students' strategies for coping with boredom. Learning and Individual Differences, 20(6), 626-638. (kops.uni-konstanz.de/bitstream/handle/12345678…)
Tze, V., Daniels, L. M., & Klassen, R. M. (2016). Evaluating the relationship between boredom and academic outcomes: A meta-analysis. Educational Psychology Review, 28(1), 119-144. (researchgate.net/profile/Lia-Daniels/publicati…)