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001 978-3-319-13120-7
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020 _a9783319131207
_9978-3-319-13120-7
024 7 _a10.1007/978-3-319-13120-7
_2doi
050 4 _aBF721-723
072 7 _aJMC
_2bicssc
072 7 _aPSY004000
_2bisacsh
072 7 _aJMC
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082 0 4 _a155.4
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082 0 4 _a155.424
_223
100 1 _aMacklem, Gayle L.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_922945
245 1 0 _aBoredom in the Classroom
_h[electronic resource] :
_bAddressing Student Motivation, Self-Regulation, and Engagement in Learning /
_cby Gayle L. Macklem.
250 _a1st ed. 2015.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2015.
300 _aVII, 88 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in School Psychology,
_x2520-8918 ;
_v1
505 0 _aChapter 1: The Academic Emotion of Boredom: The Elephant in the Classroom -- Chapter 2: Unmasking Boredom: It’s Not so Simple or Uninteresting - Boredom is Both Interesting and Complex -- Chapter 3: The Many Faces of Boredom: A Negative Emotion that is so Common, It Is Simply Accepted, or Brushed Off -- Chapter 4: Theory: What Is Causing Our Students to Tune Out and Turn Off? -- Chapter 5: Interventions for External Variables: What Can Teachers Do to Add a Bit of Excitement to Learning in the Classroom? -- Chapter 6: Interventions for Internal Variables: Some Students Cannot Turn It on - They Need More than Great Teachers and Interesting Lessons.
520 _aThis brief synthesizes current findings on the many aspects of chronic student boredom, its relationship with negative academic, emotional, and health outcomes, and what professionals can do to best address it. Citing the complexity of this common student emotion, the author spotlights boredom susceptibility during the critical K-12 years. The brief analyzes cognitive and emotional attributes of boredom and identifies emotional skills that can be strengthened to counteract it. In addition, the volume features strategies for educators and school counselors to reduce boredom, both internally and in class. This stimulating volume: Argues that boredom shouldn't be ignored or dismissed as a passing phase. Examines various types of boredom as well as gender and cultural differences. Explores boredom in the contexts of anxiety and depression and in non-school situations. Provides theory on causes of boredom in students. Details how student self-regulation, motivation, and engagement can be improved. Describes specific roles teachers and mental health professionals can play in controlling boredom. Boredom in the Classroom is an essential resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational psychology, social work, and related disciplines.
650 0 _aChild psychology.
_922946
650 0 _aSchool psychology.
_922947
650 0 _aEducational psychology.
_922948
650 0 _aEducation—Psychology.
_922949
650 0 _aSocial work.
_922950
650 1 4 _aChild and School Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y12040
_922951
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
_922952
650 2 4 _aSocial Work.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X21000
_922953
710 2 _aSpringerLink (Online service)
_922954
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783319131191
776 0 8 _iPrinted edition:
_z9783319131214
830 0 _aSpringerBriefs in School Psychology,
_x2520-8918 ;
_v1
_922955
856 4 0 _uhttps://doi.org/10.1007/978-3-319-13120-7
912 _aZDB-2-BHS
912 _aZDB-2-SXBP
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