@article{Daschmann2011-09Testi-18272,
  year={2011},
  doi={10.1348/000709910X526038},
  title={Testing the predictors of boredom at school : development and validation of the precursors to boredom scales},
  number={3},
  volume={81},
  issn={0007-0998},
  journal={British Journal of Educational Psychology},
  pages={421--440},
  author={Daschmann, Elena Carolin and Götz, Thomas and Stupnisky, Robert H.}
}

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    <dc:contributor>Stupnisky, Robert H.</dc:contributor>
    <dc:contributor>Daschmann, Elena Carolin</dc:contributor>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2012-02-13T14:35:19Z</dcterms:available>
    <dc:creator>Daschmann, Elena Carolin</dc:creator>
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    <dcterms:bibliographicCitation>British Journal of Educational Psychology ; 81 (2011), 3. - pp. 421–440</dcterms:bibliographicCitation>
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    <dcterms:abstract xml:lang="eng">Background. Boredom has been found to be an important emotion for students' learning processes and achievement outcomes; however, the precursors of this emotion remain largely unexplored.&lt;br /&gt;&lt;br /&gt;Aim. In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested.&lt;br /&gt;&lt;br /&gt;Sample. Participants were 1,380 grade 5–10 students in mathematics classes.&lt;br /&gt;&lt;br /&gt;Method. The Precursors to Boredom Scales were tested for structural and convergent validity with multi-level confirmatory factor analyses (ML-CFA), and differences in the perception of the precursors of boredom due to gender were investigated.&lt;br /&gt;&lt;br /&gt;Results. The first ML-CFA found support for the structural validity of the Precursors to Boredom Scales. In a second ML-CFA, the newly developed boredom scales showed good convergent validity with several key aspects of instructional quality. Finally, the results supported previous research that found no gender differences in academic self-concept and interest.&lt;br /&gt;&lt;br /&gt;Conclusion. The precursors contained in our scales are empirically separable. Implications of the current findings for research on boredom among students are discussed.</dcterms:abstract>
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    <dc:contributor>Götz, Thomas</dc:contributor>
    <dc:creator>Götz, Thomas</dc:creator>
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    <dc:creator>Stupnisky, Robert H.</dc:creator>
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