Access the full text.
Sign up today, get DeepDyve free for 14 days.
J. Robertson (2000)
Is Attribution Training a Worthwhile Classroom Intervention For K–12 Students with Learning Difficulties?Educational Psychology Review, 12
R. Pekrun, Lisa Linnenbrink-Garcia (2012)
Academic Emotions and Student Engagement
Alice Kolb, D. Kolb (2005)
Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher EducationAcademy of Management Learning and Education, 4
Kirk R. E. (2002)
10.5465/amr.1989.4308385
Strauss A. (1998)
10.1037/0022-3514.77.3.588
Karen Phalet, I. Andriessen, W. Lens (2004)
How Future Goals Enhance Motivation and Learning in Multicultural ClassroomsEducational Psychology Review, 16
Susan Gardner, B. Gopaul (2012)
The Part-Time Doctoral Student ExperienceInternational Journal of Doctoral Studies, 7
Mezirow J. (2000)
10.1007/978-1-4020-9628-0_6
Niall Hegarty (2011)
Adult Learners as Graduate Students: Underlying Motivation in Completing Graduate ProgramsThe Journal of Continuing Higher Education, 59
J. Sharp, B. Hemmings, Russell Kay, Barbara Murphy, S. Elliott (2017)
Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequencesJournal of Further and Higher Education, 41
Bain S. (2011)
10.1016/j.cedpsych.2009.08.002Journal of Academic and Business Ethics, 3
S. Merriam (2001)
Andragogy and Self‐Directed Learning: Pillars of Adult Learning TheoryNew Directions for Adult and Continuing Education, 2001
C. Kenner, Jason Weinerman (2011)
Adult Learning Theory: Applications to Non-Traditional College StudentsJournal of College Reading and Learning, 41
Taylor K. (2016)
10.1007/s10869-014-9361-x
E. Roumell (2018)
Priming Adult Learners for Learning Transfer: Beyond Content and DeliveryAdult Learning, 30
Lieb S. (2005)
10.1016/j.lindif.2011.04.006
Holahan C. J. (1996)
10.1207/S15327965PLI1104_01
Kolb D. A. (2014)
10.1080/0309877X.2019.1658729
E. Deci, R. Koestner, R. Ryan (2001)
Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once AgainReview of Educational Research, 71
This exploratory qualitative case study investigates how graduate students in education experience, attribute, and combat academic boredom. Three areas of concern are addressed: (a) the contributing factors to boredom, (b) how attributional style (internal vs. external) relates to coping with boredom, and (c) the differences between combating class-related boredom and learning-related boredom. Results showed that the onset of boredom was mostly influenced by a lack of interest, lack of utility value, and autonomy frustration. This study extended the existing literature by discovering an interaction between students’ attributional style and their coping strategies for boredom during classroom instruction. Specifically, students who argued that the instructor should hold more responsibility for boredom in class tended to take avoidance coping as their primary strategy (e.g., doodling). By comparison, students who opted to approach the problem positively (e.g., taking notes) are prone to attribute internally. Attribution does not appear to have a mediating effect on the relationship between experience of boredom and coping strategies for learning-related boredom. Implications for graduate and adult education and findings in the context of recent theoretical frameworks are discussed.
Adult Learning – SAGE
Published: Aug 1, 2022
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.