Titlebook: Boredom in the Classroom; Addressing Student M Gayle L. Macklem Book 2015 Springer International Publishing Switzerland 2015 Academic emoti

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,Unmasking Boredom: ,—,,ared to other subjects in the US schools. Student boredom is more subject-specific than anxiety. An additional aspect of the experience of boredom involves the way in which students perceive time. When bored, time drags. Finally, boredom and other academic emotions can be measured. This is discussed in detail.

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Interventions for Externally Triggered Boredom: ,,tudents need to be given some choice or control over their learning, mastery goals must be encouraged, students’ appraisals of their ability must be molded, learning must be more active, and students must learn to process their academic emotions in the classroom.

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,Unmasking Boredom: ,—,,owever, especially when specific subject areas are considered such as mathematics. There also appear to be some cultural and racial differences in the experience and outcomes of boredom. Considerable research has been conducted on differences between subject areas and boredom. Student boredom is hig

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The Many Faces of Boredom: ,, a temporary phenomenon that occurs when the environment is not sufficiently stimulating for a student. . boredom needs to be distinguished from simple tiredness or procrastination. . boredom is described as boredom proneness or increased susceptibility to boredom that is characteristic of some stud

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Interventions for Externally Triggered Boredom: ,, expanding our knowledge of academic emotions in general, and boredom in particular, acknowledge that it is not likely that boredom could truly be totally prevented. Almost one third of students in public schools drop out in the USA Of those who dropped out, studies indicate that 47 % of students re