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Testing the predictors of boredom at school : development and validation of the precursors to boredom scales

Testing the predictors of boredom at school : development and validation of the precursors to boredom scales

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DASCHMANN, Elena, Thomas GÖTZ, Robert H. STUPNISKY, 2011. Testing the predictors of boredom at school : development and validation of the precursors to boredom scales. In: British Journal of Educational Psychology. 81(3), pp. 421-440. ISSN 0007-0998

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

2011-09 Daschmann, Elena 2012-02-13T14:35:19Z eng Götz, Thomas British Journal of Educational Psychology ; 81 (2011), 3. - pp. 421–440 2012-02-13T14:35:19Z Stupnisky, Robert H. Testing the predictors of boredom at school : development and validation of the precursors to boredom scales Daschmann, Elena Götz, Thomas deposit-license Stupnisky, Robert H. 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.<br /><br />Aim. In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested.<br /><br />Sample. Participants were 1,380 grade 5–10 students in mathematics classes.<br /><br />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.<br /><br />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.<br /><br />Conclusion. The precursors contained in our scales are empirically separable. Implications of the current findings for research on boredom among students are discussed.

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