Is boredom important for students' performance?
Résumé
This experimental study of 192 ninth and tenth graders was conducted to investigate a connection between performance on different types of problems and boredom using task-unspecific and task-specific questionnaires. Students were randomly assigned to one of two groups and were asked about their boredom either before (Group 1) or after (Group 2) task processing. In Group 1, the relation between performance and boredom was different for different types of problems. In Group 2, students who achieved higher scores reported lower boredom across different types of problems. The connection between performance and task-unspecific and task-specific boredom did not differ significantly and ranged from 0 to -.36.
Origine | Fichiers éditeurs autorisés sur une archive ouverte |
---|
Loading...