Boredom in the classroom. Addressing student motivation, self-regulation, and engagement in learning.

Autor/in	Macklem, Gayle L.
Titel	Boredom in the classroom. Addressing student motivation, self-regulation, and engagement in learning.
Quelle	Cham u.a.: Springer (2015), VII, 88 S. PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	Springer briefs in psychology. 1. School psychology
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISSN	2192-8363
ISBN	3-319-13119-2; 978-3-319-13119-1
DOI	10.1007/978-3-319-13120-7
Schlagwörter	Fragebogen; Aufmerksamkeit; Emotion; Junge; Geschlechtsspezifischer Unterschied; Schüler; Schülerleistung; Interesse; Langeweile; Lernverhalten; Motivation; Messung; Training; Intervention; Modell; Prävention; Theorie; Mädchen
Abstract	This brief synthesizes current findings on the many aspects of chronic student boredom, its relationship with negative academic, emotional, and health outcomes, and what professionals can do to best address it. Citing the complexity of this common student emotion, the author spotlights boredom susceptibility during the critical K-12 years. The brief analyzes cognitive and emotional attributes of boredom and identifies emotional skills that can be strengthened to counteract it. In addition, the volume features strategies for educators and school counselors to reduce boredom, both internally and in class. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/3