Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Types of boredom: An experience sampling approach
Thomas Goetz, Anne C. Frenzel, Nathan C. Hall, et al.
Motivation and Emotion (2013) Vol. 38, Iss. 3, pp. 401-419
Closed Access | Times Cited: 273

Showing 1-25 of 273 citing articles:

Boredom and academic achievement: Testing a model of reciprocal causation.
Reinhard Pekrun, Nathan C. Hall, Thomas Goetz, et al.
Journal of Educational Psychology (2014) Vol. 106, Iss. 3, pp. 696-710
Closed Access | Times Cited: 343
Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis
Virginia M. C. Tze, Lia M. Daniels, Robert M. Klassen
Educational Psychology Review (2015) Vol. 28, Iss. 1, pp. 119-144
Closed Access | Times Cited: 307
A Short Boredom Proneness Scale
Andriy A. Struk, Jonathan S. A. Carriere, J. Allan Cheyne, et al.
Assessment (2015) Vol. 24, Iss. 3, pp. 346-359
Closed Access | Times Cited: 279
Boredom in online classes in the Iranian EFL context: Sources and solutions
Ali Derakhshan, Mariusz Kruk, Mostafa Mehdizadeh, et al.
System (2021) Vol. 101, pp. 102556-102556
Closed Access | Times Cited: 246
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning
Krista R. Muis, Marianne Chevrier, Cara A. Singh
Educational Psychologist (2018) Vol. 53, Iss. 3, pp. 165-184
Closed Access | Times Cited: 205
When attention is not scarce - detecting boredom from mobile phone usage
Martin Pielot, Tilman Dingler, José San Pedro, et al.
(2015), pp. 825-836
Closed Access | Times Cited: 191
Boredom begs to differ: Differentiation from other negative emotions.
Wijnand A. P. van Tilburg, Eric R. Igou
Emotion (2016) Vol. 17, Iss. 2, pp. 309-322
Open Access | Times Cited: 179
Investigating factors responsible for boredom in English classes: The case of advanced learners
Mirosław Pawlak, Mariusz Kruk, Joanna Zawodniak, et al.
System (2020) Vol. 91, pp. 102259-102259
Closed Access | Times Cited: 159
Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language
Ali Derakhshan, Jalil Fathi, Mirosław Pawlak, et al.
Journal of Multilingual and Multicultural Development (2022) Vol. 45, Iss. 8, pp. 3415-3433
Closed Access | Times Cited: 154
Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context
Lawrence Jun Zhang, Abdulbaset Saeedian, Jalil Fathi
Journal of Multilingual and Multicultural Development (2022) Vol. 45, Iss. 8, pp. 3450-3465
Closed Access | Times Cited: 92
Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic
Yongliang Wang
Current Psychology (2023) Vol. 43, Iss. 13, pp. 12144-12158
Open Access | Times Cited: 91
Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach
Mehdi Solhi, Ali Derakhshan, Büşra Ünsal
Journal of Multilingual and Multicultural Development (2023), pp. 1-20
Closed Access | Times Cited: 70
The bored mind is a guiding mind: toward a regulatory theory of boredom
Andreas Elpidorou
Phenomenology and the Cognitive Sciences (2017) Vol. 17, Iss. 3, pp. 455-484
Open Access | Times Cited: 161
The Role of Metamotivational Monitoring in Motivation Regulation
David B. Miele, Abigail A. Scholer
Educational Psychologist (2017) Vol. 53, Iss. 1, pp. 1-21
Closed Access | Times Cited: 151
The knowns and unknowns of boredom: a review of the literature
Quentin Raffaelli, Caitlin Mills, Kalina Christoff
Experimental Brain Research (2017) Vol. 236, Iss. 9, pp. 2451-2462
Closed Access | Times Cited: 130
Examining boredom: Different causes for different coping profiles
Lia M. Daniels, Virginia M. C. Tze, Thomas Goetz
Learning and Individual Differences (2014) Vol. 37, pp. 255-261
Open Access | Times Cited: 105
The state of boredom: Frustrating or depressing?
Edwin A. J. van Hooft, Madelon L. M. van Hooff
Motivation and Emotion (2018) Vol. 42, Iss. 6, pp. 931-946
Open Access | Times Cited: 95
A Failure to Launch: Regulatory Modes and Boredom Proneness
Jhotisha Mugon, Andriy A. Struk, James Danckert
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 86
On the relation of boredom and sadistic aggression.
Stefan Pfattheicher, Ljiljana B. Lazarević, Erin Corwin Westgate, et al.
Journal of Personality and Social Psychology (2020) Vol. 121, Iss. 3, pp. 573-600
Closed Access | Times Cited: 82
Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches
Malek Jdaitawi
The Electronic Journal of e-Learning (2021) Vol. 18, Iss. 6
Open Access | Times Cited: 82
Exploring the antecedents and consequences of epistemic emotions
Marianne Chevrier, Krista R. Muis, Gregory Trevors, et al.
Learning and Instruction (2019) Vol. 63, pp. 101209-101209
Closed Access | Times Cited: 81
The antecedents of boredom in L2 classroom learning
Sachiko Nakamura, Pornapit Darasawang, Hayo Reinders
System (2021) Vol. 98, pp. 102469-102469
Closed Access | Times Cited: 78
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English
Mirosław Pawlak, Mariusz Kruk, Joanna Zawodniak
Language Teaching Research (2020) Vol. 26, Iss. 4, pp. 598-616
Closed Access | Times Cited: 76
Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation
Kristiina Mänty, Hanna Järvenoja, Tiina Törmänen
International Journal of Educational Research (2020) Vol. 102, pp. 101589-101589
Open Access | Times Cited: 73
Attention Drifting In and Out: The Boredom Feedback Model
Katy Y. Y. Tam, Wijnand A. P. van Tilburg, Christian S. Chan, et al.
Personality and Social Psychology Review (2021) Vol. 25, Iss. 3, pp. 251-272
Open Access | Times Cited: 68
Page 1 - Next Page

Scroll to top