ERA

Download the full-sized PDF of Investigating Academic Boredom in Canadian and Chinese StudentsDownload the full-sized PDF

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R3R949

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Graduate Studies and Research, Faculty of

Collections

This file is in the following collections:

Theses and Dissertations

Investigating Academic Boredom in Canadian and Chinese Students Open Access

Descriptions

Other title
Subject/Keyword
Boredom
Validation
Self-efficacy for self-regulation
Achievement
Cross-cultural comparison
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Tze, Man Chung
Supervisor and department
Klassen, Robert (Educational Psychology)
Examining committee member and department
Daniels, Lia (Educational Psychology)
Thomas, Gregory (Secondary Education)
Department
Department of Educational Psychology
Specialization

Date accepted
2011-09-09T19:38:05Z
Graduation date
2011-11
Degree
Master of Education
Degree level
Master's
Abstract
Recent research has shown that boredom has an adverse impact on students’ learning and achievement (e.g., Mann & Robinson, 2009). Given the deleterious impact of boredom on learning, this study evaluated two boredom scales—a learning-related boredom scale and a boredom coping scale—with samples of college students from Canada and China. After establishing the validity of the two boredom scales, this study examined the impacts of boredom and coping strategies on achievement in the two settings. Results suggested that the learning-related boredom scale was invariant across groups, whereas the boredom coping scale showed partial measurement invariance. Findings also indicated that in the Western sample, academic boredom affected students’ self-efficacy for self-regulated learning, which in turn influenced their performance. However, such a linkage was not evident in the Chinese sample. In terms of boredom coping strategies, the negative impact of endorsing avoidance approaches on achievement was not found.
Language
English
DOI
doi:10.7939/R3R949
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
Citation for previous publication

File Details

Date Uploaded
Date Modified
2014-04-28T21:14:28.438+00:00
Audit Status
Audits have not yet been run on this file.
Characterization
File format: pdf (Portable Document Format)
Mime type: application/pdf
File size: 447098
Last modified: 2015:10:12 10:27:58-06:00
Filename: Tze_Man Chung_Fall 2011.pdf
Original checksum: 2339cb312900af101c400c51d3a3872c
Well formed: true
Valid: true
File title: Microsoft Word - Tze_Man Chung_Fall 2011
File author: Virginia
Page count: 98
Activity of users you follow
User Activity Date