What to do when feeling bored? : Students' strategies for coping with boredom


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NETT, Ulrike, Thomas GÖTZ, Lia Marie DANIELS, 2010. What to do when feeling bored? : Students' strategies for coping with boredom. In: Learning and Individual Differences. 20(6), pp. 626-638

@article{Nett2010feeli-12351, title={What to do when feeling bored? : Students' strategies for coping with boredom}, year={2010}, doi={10.1016/j.lindif.2010.09.004}, number={6}, volume={20}, journal={Learning and Individual Differences}, pages={626--638}, author={Nett, Ulrike and Götz, Thomas and Daniels, Lia Marie} }

<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/rdf/resource/123456789/12351"> <dcterms:title>What to do when feeling bored? : Students' strategies for coping with boredom</dcterms:title> <dc:creator>Daniels, Lia Marie</dc:creator> <dcterms:abstract xml:lang="eng">The goal of this study was to explore different strategies for coping with boredom. A questionnaire was developed targeting two dimensions of coping, namely approach versus avoidance oriented coping and cognitive versus behavioral oriented coping. First, based on the responses of 976 students (51% female) from grades 5 to 10, the structure of the coping with boredom scales was verified by confirmatory factor analysis. In a second step, 3 different boredom-coping groups were identified by latent profile analysis. These three groups were named Reappraisers, Criticizers, and Evaders. Third, differences between these groups concerning their frequency of experiencing boredom, their academic achievement, and other emotional, motivational, and cognitive aspects of academic achievement situations were analyzed. Relative to the other 2 groups, Reappraisers preferred cognitive-approach strategies, were less frequently bored, and experienced the most positive pattern of emotional, motivational, and cognitive outcomes. Finally, methodological and educational implications and directions for future research are discussed.</dcterms:abstract> <dc:contributor>Götz, Thomas</dc:contributor> <dcterms:issued>2010</dcterms:issued> <dc:creator>Nett, Ulrike</dc:creator> <dc:language>eng</dc:language> <dc:rights>deposit-license</dc:rights> <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/12351"/> <dc:creator>Götz, Thomas</dc:creator> <dc:contributor>Nett, Ulrike</dc:contributor> <dc:format>application/pdf</dc:format> <dcterms:bibliographicCitation>First publ. in: Learning and Individual Differences 20 (2010), 6, pp. 626-638</dcterms:bibliographicCitation> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-25T15:26:14Z</dc:date> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-12-31T23:25:15Z</dcterms:available> <dcterms:rights rdf:resource="http://nbn-resolving.org/urn:nbn:de:bsz:352-20140905103416863-3868037-7"/> <dc:contributor>Daniels, Lia Marie</dc:contributor> </rdf:Description> </rdf:RDF>

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