@article{Pekrun2010Bored-12356,
  year={2010},
  doi={10.1037/a0019243},
  title={Boredom in achievement settings : exploring control-value antecedents and performance outcomes of a neglected emotion},
  number={3},
  volume={102},
  journal={Journal of Educational Psychology},
  pages={531--549},
  author={Pekrun, Reinhard and Götz, Thomas and Daniels, Lia Marie and Stupnisky, Robert H. and Perry, Raymond P.}
}

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    <dc:contributor>Pekrun, Reinhard</dc:contributor>
    <dc:creator>Götz, Thomas</dc:creator>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-25T15:26:18Z</dc:date>
    <dc:creator>Daniels, Lia Marie</dc:creator>
    <dcterms:bibliographicCitation>First publ. in: Journal of Educational Psychology 102 (2010), 3, pp. 531-549</dcterms:bibliographicCitation>
    <dcterms:title>Boredom in achievement settings : exploring control-value antecedents and performance outcomes of a neglected emotion</dcterms:title>
    <dc:contributor>Stupnisky, Robert H.</dc:contributor>
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    <dc:creator>Pekrun, Reinhard</dc:creator>
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    <dc:contributor>Perry, Raymond P.</dc:contributor>
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    <dc:contributor>Daniels, Lia Marie</dc:contributor>
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    <dcterms:abstract xml:lang="eng">The linkages of achievement-related boredom with students  appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional, and predictive investigations. Studies 1 and 2 assessed students  boredom in a single achievement episode (i.e., state achievement boredom); Studies 3, 4, and 5 focused on their habitual boredom (i.e., trait achievement boredom). Samples consisted of university students from two different cultural contexts (North America and Germany). In line with hypotheses derived from Pekrun s (2006) control value theory of achievement emotions, achievementrelated subjective control and value negatively predicted boredom. In turn, boredom related positively to attention problems and negatively to intrinsic motivation, effort, use of elaboration strategies, selfregulation, and subsequent academic performance. Findings were consistent across different constructs (state vs. trait achievement boredom), methodologies (qualitative, cross-sectional, and predictive), and cultural contexts. The research is discussed with regard to the underdeveloped literature on achievement emotions.</dcterms:abstract>
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    <dc:contributor>Götz, Thomas</dc:contributor>
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