Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

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…

• DF
  Deutsche Forschungsgemeinschaft