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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:

Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales
Elena C. Daschmann, Thomas Goetz, Robert H. Stupnisky
British Journal of Educational Psychology (2010) Vol. 81, Iss. 3, pp. 421-440
Open Access | Times Cited: 191

Showing 1-25 of 191 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
Advanced, Analytic, Automated (AAA) Measurement of Engagement During Learning
Sidney K. D’Mello, Ed Dieterle, Angela Duckworth
Educational Psychologist (2017) Vol. 52, Iss. 2, pp. 104-123
Open Access | Times Cited: 289
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
A selective meta-analysis on the relative incidence of discrete affective states during learning with technology.
Sidney K. D’Mello
Journal of Educational Psychology (2013) Vol. 105, Iss. 4, pp. 1082-1099
Closed Access | Times Cited: 263
Coping with boredom in school: An experience sampling perspective
Ulrike E. Nett, Thomas Goetz, Nathan C. Hall
Contemporary Educational Psychology (2010) Vol. 36, Iss. 1, pp. 49-59
Open Access | Times Cited: 262
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
Self-Report Measures of Boredom: An Updated Review of the Literature
Stephen J. Vodanovich, John Watt
The Journal of Psychology (2015) Vol. 150, Iss. 2, pp. 196-228
Closed Access | Times Cited: 176
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
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis
David W. Putwain, Reinhard Pekrun, Laura Nicholson, et al.
American Educational Research Journal (2018) Vol. 55, Iss. 6, pp. 1339-1368
Open Access | Times Cited: 152
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
Patterns of boredom and its relationship with perceived autonomy support and engagement
Virginia M. C. Tze, Robert M. Klassen, Lia M. Daniels
Contemporary Educational Psychology (2014) Vol. 39, Iss. 3, pp. 175-187
Closed Access | Times Cited: 103
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals.
Ayumi Tanaka, Kou Murayama
Journal of Educational Psychology (2014) Vol. 106, Iss. 4, pp. 1122-1134
Open Access | Times Cited: 103
The good of boredom
Andreas Elpidorou
Philosophical Psychology (2017) Vol. 31, Iss. 3, pp. 323-351
Closed Access | Times Cited: 96
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
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
In search of boredom: beyond a functional account
James Danckert, Andreas Elpidorou
Trends in Cognitive Sciences (2023) Vol. 27, Iss. 5, pp. 494-507
Closed Access | Times Cited: 28
Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance
Altay Eren, Hamit Coşkun
The Journal of Educational Research (2016) Vol. 109, Iss. 6, pp. 574-588
Closed Access | Times Cited: 84
The development of leisure boredom in early adolescence: Predictors and longitudinal associations with delinquency and depression.
Michael Spaeth, Karina Weichold, Rainer Κ. Silbereisen
Developmental Psychology (2015) Vol. 51, Iss. 10, pp. 1380-1394
Closed Access | Times Cited: 82
Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences
John Sharp, Brian Hemmings, Russell Kay, et al.
Journal of Further and Higher Education (2016) Vol. 41, Iss. 5, pp. 657-677
Open Access | Times Cited: 81
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature
John Sharp, Jane Sharp, Emma Young
Research Papers in Education (2018) Vol. 35, Iss. 2, pp. 144-184
Open Access | Times Cited: 80
Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective
Wenshu Luo, Pak Tee Ng, Kerry Lee, et al.
Learning and Individual Differences (2016) Vol. 50, pp. 275-282
Closed Access | Times Cited: 75
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