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16.022 - Boredom at School: Antecedents, Outcomes, and Coping Strategies
Thu, April 16, 2:15 to 3:45pm, Sheraton, Floor: Second Level, Superior ASession Type: Symposium
Abstract
This symposium seeks to advance research on students’ boredom in academic settings. Boredom is one of the most frequently occurring emotions in these settings and can have devastative effects on students’ motivation, academic performance, and educational careers, thus also jeopardizing the productivity of national education systems. The symposium brings together international scholars from five US, Canadian, and German research groups examining boredom. Using student samples from different countries, the contributions focus on the functional relevance of boredom for students’ academic performance, possible antecedents, and ways to perceive and regulate this emotion. A variety of theoretical and methodological perspectives is used, including meta-analysis, experimental and non-experimental studies, as well as different self-report, other-report, and experience sampling methods to assess boredom.
Sub Unit
Chairs
Papers
Boredom as an Epistemic Emotion - Elisabeth Vogl, LMU Munich; Reinhard Pekrun, University of Essex; Karsten Stegmann, University of Munich; Krista R. Muis, McGill University; Gale M. Sinatra, University of Southern California
Exploring the Boundary Conditions of the Harmful Associations Between Academic Boredom, Performance, and Effort: A Meta-Analysis and a Primary Study - Scott Stephen Trimble, The University of Texas - Austin; Erika Alisha Patall, The University of Texas - Austin; Rebecca Rose Steingut, The University of Texas - Austin
Perceptions of Value and Difficulty as Antecedents of Boredom and Mind Wandering - Sidney K. D'Mello, University of Notre Dame; Caitlin Mills, University of Notre Dame; Arthur C. Graesser, The University of Memphis
Daydreaming Versus Value Enhancement: Situational Impact on Students' Coping With Boredom - Ulrike Elisabeth Nett, University of Ulm; Thomas Goetz, University of Konstanz; Nathan C. Hall, McGill University
How Accurately Can Parents Judge Their Children's Boredom in School? Contrasting Students' and Parents' Perceptions of Boredom Frequency, Antecedents, and Coping Strategies - Thomas Goetz, University of Konstanz; Ulrike Elisabeth Nett, University of Ulm; Robert H. Stupnisky, University of North Dakota