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.
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.
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.
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.
Götz, T., & Frenzel, A. C. (2006). Phänomenologie
schulischer Langeweile. Zeitschrift für Entwicklungspsychologie
und Pädagogische Psychologie, 38(4), 149-153.
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.
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.
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.
Kommentare (0)
Melde dich an, um einen Kommentar zu schreiben.