Daschmann et al. (2014) | Langeweile

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.