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Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
16 references·0 citing·44 second hop
Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles (2023)Investigating in-class and after-class bo…Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021)Teacher enthusiasm and studen…Foreign language learning boredom: Conceptualization and measurement (2021)Foreign language learning bor…L2 grit: Passion and perseverance for second-language learning (2020)L2 grit: Passion and persever…Engaging Language Learners in Contemporary Classrooms (2020)Engaging Language Learners in…The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014)The two faces of Janus? Anxie…How Big Is “Big”? Interpreting Effect Sizes in L2 Research (2014)How Big Is “Big”? Interpretin…Exploring Language Pedagogy through Second Language Acquisition Research (2013)Exploring Language Pedagogy t…Flourish: a visionary new understanding of happiness and well-being (2011)Flourish: a visionary new und…Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. (2010)Boredom in achievement settin…The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort (2007)The homework–achievement rela…The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)The Control-Value Theory of A…Using Research to Answer Practical Questions About Homework (2001)Using Research to Answer Prac…Self-Regulation (2000)Self-RegulationEmotional Contagion (1993)Emotional ContagionBoredom in the Middle School Years: Blaming Schools versus Blaming Students (1991)Boredom in the Middle School …Perceptions of Boredom in Leisure: Conceptualization, Reliability and Validity of the Leisure Boredom Scale (1990)Perceptions of Boredom in Lei…Foreign Language Classroom Anxiety (1986)Flow: the psychology of optimal experience (1990)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)A Transdisciplinary Framework for SLA in a Multilingual World (2016)Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2017)Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021)An attributional theory of achievement motivation and emotion. (1985)Structural equation modeling with AMOS: basic concepts, applications, and programming (2000)Academic Emotions and Student Engagement (2012)Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects (2017)Emotional intelligence predicts academic performance: A meta-analysis. (2019)Statistical Methods for Meta-Analysis (1988)Effect size estimates: Current use, calculations, and interpretation. (2011)Methods of Meta-Analysis: Correcting Error and Bias in Research Findings (2015)Corpus Use in Language Learning: A Meta‐Analysis (2017)Vocabulary in Language Teaching (2020)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change (1978)Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008)Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. (2009)Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)A very brief measure of the Big-Five personality domains (2003)Mindset: the new psychology of success (2006)Handbook of Personality: Theory and Research (2008)A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT (2020)Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge (2021)From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms (2024)Qualitative research and evaluation methods (1980)Patterns of Interaction in ESL Pair Work (2002)Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? (2022)Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language (2022)Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era (2024)The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article (2013)Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity (2016)The Role of Teachers in Task-Based Language Education (2016)Flourishing Across Europe: Application of a New Conceptual Framework for Defining Well-Being (2011)The PERMA-Profiler: A brief multidimensional measure of flourishing (2016)PISA 2018 Assessment and Analytical Framework (2019)A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context (2021)Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning (2021)The Role of Experiential Learning on Students’ Motivation and Classroom Engagement (2021)Power moves: Complementarity in dominant and submissive nonverbal behavior. 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References

  • 2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice5,605 cited
  • 2011Flourish: a visionary new understanding of happiness and well-being5,543 cited
  • 2014How Big Is “Big”? Interpreting Effect Sizes in L2 Research1,951 cited
  • 2014The two faces of Janus? Anxiety and enjoyment in the foreign language classroom1,752 cited
  • 2010Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.1,188 cited
  • 1993Emotional Contagion649 cited
  • 2013Exploring Language Pedagogy through Second Language Acquisition Research614 cited
  • 2021Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes531 cited
  • 2020L2 grit: Passion and perseverance for second-language learning502 cited
  • 2020Engaging Language Learners in Contemporary Classrooms465 cited
  • 1991Boredom in the Middle School Years: Blaming Schools versus Blaming Students457 cited
  • 2007The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort376 cited
  • 2000Self-Regulation365 cited
  • 2001Using Research to Answer Practical Questions About Homework330 cited

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  • 2021Foreign language learning boredom: Conceptualization and measurement328 cited
  • 1990Perceptions of Boredom in Leisure: Conceptualization, Reliability and Validity of the Leisure Boredom Scale327 cited
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