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Being bored at school: Trajectories and academic outcomes
Learning and Individual Differences ( IF 3.897 ) Pub Date : 2021-08-04 , DOI: 10.1016/j.lindif.2021.102049
Valentina Grazia 1 , Consuelo Mameli 2 , Luisa Molinari 1
Affiliation  

The emotion of boredom is commonly experienced by students. Nevertheless, hardly any research has focused on the evolution of this emotion over time by also considering individual differences. The aim of this study was to identify groups of students with different trajectories of boredom over a school year, and compare these profiles on academic achievement, motivation and intention to drop out. Participants were 546 students (55% male, 94% born in Italy, Mage = 14.24, SDage = 0.53). We found four trajectories of boredom: starting not bored and (a) increasing, or (b) rearing up; starting bored and (c) decreasing, or (d) maintaining. Trajectories of boredom were related to academic outcomes both at the beginning and at the end of the school year, with students showing a steep increase reporting the most detrimental outcomes. The results are discussed in terms of their educational and practical implications, as they emphasize the need to pay attention to an emotion that is often overlooked in the school context.



中文翻译:

在学校感到无聊:轨迹和学业成绩

无聊的情绪是学生普遍经历的。然而,几乎没有任何研究通过同时考虑个体差异来关注这种情绪随时间的演变。本研究的目的是确定在一个学年中具有不同无聊轨迹的学生群体,并比较这些学生的学业成绩、动机和辍学意愿。参与者为 546 名学生(55% 男性,94% 出生于意大利,M年龄 = 14.24,SD年龄 = 0.53)。我们发现了四种无聊的轨迹:开始不无聊和 (a) 增加,或 (b) 长大;开始无聊和(c)减少,或(d)维持。无聊的轨迹与学年开始和结束时的学业成绩有关,学生报告的最不利结果显示出急剧增加。结果根据其教育和实际意义进行了讨论,因为它们强调需要注意在学校环境中经常被忽视的情绪。

更新日期:2021-08-04
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