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Patterns of boredom and its relationship with perceived autonomy support and engagement · Study

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Patterns of boredom and its relationship with perceived autonomy support and engagement

Virginia M. C. Tze, Robert M. Klassen, Lia M. Daniels

2014-05-14articleContemporary Educational Psychology136 citationsclosed

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Education, Achievement, and Giftedness Psychological and Educational Research Studies Mind wandering and attention

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Stored only when both papers are in the corpus — 136 citations exist upstream.

References

2007Confirmatory factor analysis for applied research

2002The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach

2001Handbook of Positive Psychology

2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

2002Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

1993Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)

1991A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).

2012Self-Determination Theory

Cited by

2014Examining boredom: Different causes for different coping profiles

2018Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature

2016Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences

2020Intellectually stimulating students’ intrinsic motivation: the mediating influence of student engagement, self-efficacy, and student academic support

Details

Year2014

Typearticle

VenueContemporary Educational Psychology

Languageen

Files0 public / 0

Identifiers

doi10.1016/j.cedpsych.2014.05.001

openalex_workW1964276708

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