LEADER 04514nam 22007215 450 001 9910304131003321 005 20200920115417.0 010 $a3-319-13120-6 024 7 $a10.1007/978-3-319-13120-7 035 $a(CKB)3710000000332316 035 $a(EBL)1966988 035 $a(OCoLC)899495717 035 $a(SSID)ssj0001424423 035 $a(PQKBManifestationID)11821638 035 $a(PQKBTitleCode)TC0001424423 035 $a(PQKBWorkID)11367570 035 $a(PQKB)10019676 035 $a(DE-He213)978-3-319-13120-7 035 $a(MiAaPQ)EBC1966988 035 $a(PPN)183518543 035 $a(EXLCZ)993710000000332316 100 $a20150105d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBoredom in the Classroom$b[electronic resource] $eAddressing Student Motivation, Self-Regulation, and Engagement in Learning /$fby Gayle L. Macklem 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (94 p.) 225 1 $aSpringerBriefs in School Psychology,$x2520-8918 ;$v1 300 $aDescription based upon print version of record. 311 $a3-319-13119-2 320 $aIncludes bibliographical references. 327 $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. 330 $aThis brief synthesizes current findings on the many aspects of chronic student boredom, its relationship with negative academic, emotional, and health outcomes, and what professionals can do to best address it. Citing the complexity of this common student emotion, the author spotlights boredom susceptibility during the critical K-12 years. The brief analyzes cognitive and emotional attributes of boredom and identifies emotional skills that can be strengthened to counteract it. In addition, the volume features strategies for educators and school counselors to reduce boredom, both internally and in class. This stimulating volume: Argues that boredom shouldn't be ignored or dismissed as a passing phase. Examines various types of boredom as well as gender and cultural differences. Explores boredom in the contexts of anxiety and depression and in non-school situations. Provides theory on causes of boredom in students. Details how student self-regulation, motivation, and engagement can be improved. Describes specific roles teachers and mental health professionals can play in controlling boredom. Boredom in the Classroom is an essential resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational psychology, social work, and related disciplines. 410 0$aSpringerBriefs in School Psychology,$x2520-8918 ;$v1 606 $aChild psychology 606 $aSchool psychology 606 $aEducational psychology 606 $aEducation?Psychology 606 $aSocial work 606 $aChild and School Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y12040 606 $aEducational Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/O39000 606 $aSocial Work$3https://scigraph.springernature.com/ontologies/product-market-codes/X21000 615 0$aChild psychology. 615 0$aSchool psychology. 615 0$aEducational psychology. 615 0$aEducation?Psychology. 615 0$aSocial work. 615 14$aChild and School Psychology. 615 24$aEducational Psychology. 615 24$aSocial Work. 676 $a370.154 700 $aMacklem$b Gayle L$4aut$4http://id.loc.gov/vocabulary/relators/aut$0893248 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910304131003321 996 $aBoredom in the Classroom$91995409 997 $aUNINA