Boredom and Challenge in Middle School: Emotional Correlates and Developmental Differences

• In Event: Poster Session 12
  In Poster Session: Motivation in Education SIG: Poster Session 2 of 2

Abstract

In this two-part study, two common classroom experiences--boredom and challenge--and their relationship with positive and negative emotions were explored. Study One established whether students associate boredom and challenge with positive or negative emotions, and determined whether there are any grade-level differences in students' perceptions of boredom and challenge. In Study Two, semi-structured interviews were then conducted to elicit students' interpretations of boredom and challenge in their classrooms. Boredom was related to negative emotions, and challenging classroom experiences were found to be related to positive emotions. This study contributes to the middle school motivational and developmental literature by providing researchers and teachers insight into how students perceive and feel about these two classroom experiences.

Author

• Meg Trucano, University of Notre Dame