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Book: Teachers Reflecting on Boredom in the Language Classroom

Chapter: Theoretical Explanations of Boredom, its Causes and Solutions

DOI: 10.1558/equinox.43248

Blurb:

Chapter Three focuses on the theoretical explanations of boredom that have been proposed in the field of educational psychology, thus also offering insights into the causes of this negative emotion. In particular, it will provide an overview of such theories from educational psychology as, among others, the under-stimulation model (Larson & Richards, 1991), the forced-effort model (Hill & Perkins, 1985), attentional theory of boredom proneness (Eastwood, Frischen, Fenske, & Smilek, 2012), the emotion theory (Eastwood, Cavaliere, Fahlman, & Eastwood; Eastwood et al., 2012), control-value theory of achievement emotions (Pekrun, 2006) or the dimensional model (Pekrun, Goetz, Daniels, Stupinsky, & Perry, 2010). Based on the theories discussed, the possible causes of teacher and student boredom in the L2 classroom will be highlighted and some coping strategies will be offered in this respect (e.g., King, McInerney, & Watkins, 2012; Smith & Cardaciotto, 2011; Turner & Husman, 2008).

Chapter Contributors

  • Mirosław Pawlak (pawlakmi@amu.edu.pl - mirekpawlak) '1. Adam Mickiewicz University, Kalisz, Poland 2. State School of Higher Professional Education, Konin, Poland'
  • Mariusz Kruk (mkanglik@gmail.com - anglik) 'University of Zielona Góra, Poland'
  • Joanna Zawodniak (j.zawodniak@in.uz.zgora.pl - jzawodniak) 'University of Zielona Góra, Poland'