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Examining the factor structure and validity of the English Precursors to Boredom scales

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Examining the factor structure and validity of the English Precursors to Boredom scales. / Tze, Virginia M. C.; Daniels, Lia M.; Klassen, Robert M.

In: Learning and individual differences, Vol. 32, 05.2014, p. 254-260.

Research output: Contribution to journalArticle

Harvard

Tze, VMC, Daniels, LM & Klassen, RM 2014, 'Examining the factor structure and validity of the English Precursors to Boredom scales', Learning and individual differences, vol. 32, pp. 254-260. https://doi.org/10.1016/j.lindif.2014.03.018

APA

Tze, V. M. C., Daniels, L. M., & Klassen, R. M. (2014). Examining the factor structure and validity of the English Precursors to Boredom scales. Learning and individual differences, 32, 254-260. https://doi.org/10.1016/j.lindif.2014.03.018

Vancouver

Tze VMC, Daniels LM, Klassen RM. Examining the factor structure and validity of the English Precursors to Boredom scales. Learning and individual differences. 2014 May;32:254-260. https://doi.org/10.1016/j.lindif.2014.03.018

Author

Tze, Virginia M. C. ; Daniels, Lia M. ; Klassen, Robert M. / Examining the factor structure and validity of the English Precursors to Boredom scales. In: Learning and individual differences. 2014 ; Vol. 32. pp. 254-260.

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@article{9bcc16c3e6c54b6b877aed2cf44d5a1c,
title = "Examining the factor structure and validity of the English Precursors to Boredom scales",
abstract = "The primary goal of this study was to investigate the factor structure and validity of the English Precursors to Boredom Scales (E-PBS) in a sample of Canadian college students. Findings showed that the factor structure and item loadings of the E-PBS were comparable with those published on German samples. In addition, the present study examined criterion-related evidence between the E-PBS and students' self-efficacy for self-regulated learning (SESRL) and achievement. Our results showed negative associations between SESRL and four antecedents to boredom (i.e., being bored due to over-challenged, lack of meaning, opportunity costs, and general boredom tendency), whereas only one significant correlation—between being under-challenged and students' achievement—emerged.",
keywords = "Scale validation, Precursors to boredom, Self-efficacy for self-regulated learning, Achievement",
author = "Tze, {Virginia M. C.} and Daniels, {Lia M.} and Klassen, {Robert M.}",
year = "2014",
month = "5",
doi = "10.1016/j.lindif.2014.03.018",
language = "English",
volume = "32",
pages = "254--260",
journal = "Learning and individual differences",
issn = "1041-6080",
publisher = "Elsevier BV",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Examining the factor structure and validity of the English Precursors to Boredom scales

AU - Tze, Virginia M. C.

AU - Daniels, Lia M.

AU - Klassen, Robert M.

PY - 2014/5

Y1 - 2014/5

N2 - The primary goal of this study was to investigate the factor structure and validity of the English Precursors to Boredom Scales (E-PBS) in a sample of Canadian college students. Findings showed that the factor structure and item loadings of the E-PBS were comparable with those published on German samples. In addition, the present study examined criterion-related evidence between the E-PBS and students' self-efficacy for self-regulated learning (SESRL) and achievement. Our results showed negative associations between SESRL and four antecedents to boredom (i.e., being bored due to over-challenged, lack of meaning, opportunity costs, and general boredom tendency), whereas only one significant correlation—between being under-challenged and students' achievement—emerged.

AB - The primary goal of this study was to investigate the factor structure and validity of the English Precursors to Boredom Scales (E-PBS) in a sample of Canadian college students. Findings showed that the factor structure and item loadings of the E-PBS were comparable with those published on German samples. In addition, the present study examined criterion-related evidence between the E-PBS and students' self-efficacy for self-regulated learning (SESRL) and achievement. Our results showed negative associations between SESRL and four antecedents to boredom (i.e., being bored due to over-challenged, lack of meaning, opportunity costs, and general boredom tendency), whereas only one significant correlation—between being under-challenged and students' achievement—emerged.

KW - Scale validation

KW - Precursors to boredom

KW - Self-efficacy for self-regulated learning

KW - Achievement

U2 - 10.1016/j.lindif.2014.03.018

DO - 10.1016/j.lindif.2014.03.018

M3 - Article

VL - 32

SP - 254

EP - 260

JO - Learning and individual differences

JF - Learning and individual differences

SN - 1041-6080

ER -