Examining the underlying structure of after-class boredom experienced by English majors

Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an i...
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Gespeichert in:

Autor*in:	Pawlak, Mirosław [verfasserIn] Kruk, Mariusz [verfasserIn] Zawodniak, Joanna [verfasserIn] Pasikowski, Sławomir [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	Boredom After-class boredom Boredom proneness Negative emotions Attainment

Übergeordnetes Werk:	Enthalten in: System - Amsterdam [u.a.] : Elsevier Science, 1973, 106
Übergeordnetes Werk:	volume:106

DOI / URN:	10.1016/j.system.2022.102769

Katalog-ID:	ELV007790635

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520			\|a Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is boredom. The study reported in this paper aimed to identify factors constituting the structure of after-class boredom, a negative emotion that learners experience in out-of-class situations, whether completing tasks and activities assigned by the teacher or such that they choose of their own accord. It was also intended to examine the extent to which the intensity of boredom is affected by general boredom proneness and attainment, and to develop and validate a domain-specific scale tapping into this negative experience in after-class contexts. The study involved 107 English majors in Poland who filled out the Boredom in Learning English Outside of School Questionnaire (BLEOS). Using the Boredom Proneness Scale (BPS) and end-of-the-year examination grades, participants were divided into more and less susceptible to boredom as well as into high- and low-achievers. Exploratory factor analysis allowed extraction of three factors underlying after-class boredom: (F1) unwillingness to learn English and inability to find (interesting) tasks, (F2) lack of creativity, focus and involvement and (F3) altered time perception, underused language abilities and monotony. Statistically significant differences were detected between more and less boredom-prone students for all three factors.
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allfields	10.1016/j.system.2022.102769 doi (DE-627)ELV007790635 (ELSEVIER)S0346-251X(22)00050-1 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Pawlak, Mirosław verfasserin aut Examining the underlying structure of after-class boredom experienced by English majors 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is boredom. The study reported in this paper aimed to identify factors constituting the structure of after-class boredom, a negative emotion that learners experience in out-of-class situations, whether completing tasks and activities assigned by the teacher or such that they choose of their own accord. It was also intended to examine the extent to which the intensity of boredom is affected by general boredom proneness and attainment, and to develop and validate a domain-specific scale tapping into this negative experience in after-class contexts. The study involved 107 English majors in Poland who filled out the Boredom in Learning English Outside of School Questionnaire (BLEOS). Using the Boredom Proneness Scale (BPS) and end-of-the-year examination grades, participants were divided into more and less susceptible to boredom as well as into high- and low-achievers. Exploratory factor analysis allowed extraction of three factors underlying after-class boredom: (F1) unwillingness to learn English and inability to find (interesting) tasks, (F2) lack of creativity, focus and involvement and (F3) altered time perception, underused language abilities and monotony. Statistically significant differences were detected between more and less boredom-prone students for all three factors. Boredom After-class boredom Boredom proneness Negative emotions Attainment Kruk, Mariusz verfasserin (orcid)0000-0001-5297-1966 aut Zawodniak, Joanna verfasserin aut Pasikowski, Sławomir verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 106 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:106 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 106
spelling	10.1016/j.system.2022.102769 doi (DE-627)ELV007790635 (ELSEVIER)S0346-251X(22)00050-1 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Pawlak, Mirosław verfasserin aut Examining the underlying structure of after-class boredom experienced by English majors 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is boredom. The study reported in this paper aimed to identify factors constituting the structure of after-class boredom, a negative emotion that learners experience in out-of-class situations, whether completing tasks and activities assigned by the teacher or such that they choose of their own accord. It was also intended to examine the extent to which the intensity of boredom is affected by general boredom proneness and attainment, and to develop and validate a domain-specific scale tapping into this negative experience in after-class contexts. The study involved 107 English majors in Poland who filled out the Boredom in Learning English Outside of School Questionnaire (BLEOS). Using the Boredom Proneness Scale (BPS) and end-of-the-year examination grades, participants were divided into more and less susceptible to boredom as well as into high- and low-achievers. Exploratory factor analysis allowed extraction of three factors underlying after-class boredom: (F1) unwillingness to learn English and inability to find (interesting) tasks, (F2) lack of creativity, focus and involvement and (F3) altered time perception, underused language abilities and monotony. Statistically significant differences were detected between more and less boredom-prone students for all three factors. Boredom After-class boredom Boredom proneness Negative emotions Attainment Kruk, Mariusz verfasserin (orcid)0000-0001-5297-1966 aut Zawodniak, Joanna verfasserin aut Pasikowski, Sławomir verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 106 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:106 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 106
allfields_unstemmed	10.1016/j.system.2022.102769 doi (DE-627)ELV007790635 (ELSEVIER)S0346-251X(22)00050-1 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Pawlak, Mirosław verfasserin aut Examining the underlying structure of after-class boredom experienced by English majors 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is boredom. The study reported in this paper aimed to identify factors constituting the structure of after-class boredom, a negative emotion that learners experience in out-of-class situations, whether completing tasks and activities assigned by the teacher or such that they choose of their own accord. It was also intended to examine the extent to which the intensity of boredom is affected by general boredom proneness and attainment, and to develop and validate a domain-specific scale tapping into this negative experience in after-class contexts. The study involved 107 English majors in Poland who filled out the Boredom in Learning English Outside of School Questionnaire (BLEOS). Using the Boredom Proneness Scale (BPS) and end-of-the-year examination grades, participants were divided into more and less susceptible to boredom as well as into high- and low-achievers. Exploratory factor analysis allowed extraction of three factors underlying after-class boredom: (F1) unwillingness to learn English and inability to find (interesting) tasks, (F2) lack of creativity, focus and involvement and (F3) altered time perception, underused language abilities and monotony. Statistically significant differences were detected between more and less boredom-prone students for all three factors. Boredom After-class boredom Boredom proneness Negative emotions Attainment Kruk, Mariusz verfasserin (orcid)0000-0001-5297-1966 aut Zawodniak, Joanna verfasserin aut Pasikowski, Sławomir verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 106 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:106 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 106
allfieldsGer	10.1016/j.system.2022.102769 doi (DE-627)ELV007790635 (ELSEVIER)S0346-251X(22)00050-1 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Pawlak, Mirosław verfasserin aut Examining the underlying structure of after-class boredom experienced by English majors 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is boredom. The study reported in this paper aimed to identify factors constituting the structure of after-class boredom, a negative emotion that learners experience in out-of-class situations, whether completing tasks and activities assigned by the teacher or such that they choose of their own accord. It was also intended to examine the extent to which the intensity of boredom is affected by general boredom proneness and attainment, and to develop and validate a domain-specific scale tapping into this negative experience in after-class contexts. The study involved 107 English majors in Poland who filled out the Boredom in Learning English Outside of School Questionnaire (BLEOS). Using the Boredom Proneness Scale (BPS) and end-of-the-year examination grades, participants were divided into more and less susceptible to boredom as well as into high- and low-achievers. Exploratory factor analysis allowed extraction of three factors underlying after-class boredom: (F1) unwillingness to learn English and inability to find (interesting) tasks, (F2) lack of creativity, focus and involvement and (F3) altered time perception, underused language abilities and monotony. Statistically significant differences were detected between more and less boredom-prone students for all three factors. Boredom After-class boredom Boredom proneness Negative emotions Attainment Kruk, Mariusz verfasserin (orcid)0000-0001-5297-1966 aut Zawodniak, Joanna verfasserin aut Pasikowski, Sławomir verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 106 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:106 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 106
allfieldsSound	10.1016/j.system.2022.102769 doi (DE-627)ELV007790635 (ELSEVIER)S0346-251X(22)00050-1 DE-627 ger DE-627 rda eng 370 400 DE-600 5,3 ssgn LING DE-30 fid 17.00 bkl Pawlak, Mirosław verfasserin aut Examining the underlying structure of after-class boredom experienced by English majors 2022 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is boredom. The study reported in this paper aimed to identify factors constituting the structure of after-class boredom, a negative emotion that learners experience in out-of-class situations, whether completing tasks and activities assigned by the teacher or such that they choose of their own accord. It was also intended to examine the extent to which the intensity of boredom is affected by general boredom proneness and attainment, and to develop and validate a domain-specific scale tapping into this negative experience in after-class contexts. The study involved 107 English majors in Poland who filled out the Boredom in Learning English Outside of School Questionnaire (BLEOS). Using the Boredom Proneness Scale (BPS) and end-of-the-year examination grades, participants were divided into more and less susceptible to boredom as well as into high- and low-achievers. Exploratory factor analysis allowed extraction of three factors underlying after-class boredom: (F1) unwillingness to learn English and inability to find (interesting) tasks, (F2) lack of creativity, focus and involvement and (F3) altered time perception, underused language abilities and monotony. Statistically significant differences were detected between more and less boredom-prone students for all three factors. Boredom After-class boredom Boredom proneness Negative emotions Attainment Kruk, Mariusz verfasserin (orcid)0000-0001-5297-1966 aut Zawodniak, Joanna verfasserin aut Pasikowski, Sławomir verfasserin aut Enthalten in System Amsterdam [u.a.] : Elsevier Science, 1973 106 Online-Ressource (DE-627)306710773 (DE-600)1500775-3 (DE-576)098134337 0346-251X nnns volume:106 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 17.00 Sprach- und Literaturwissenschaft: Allgemeines AR 106
language	English
source	Enthalten in System 106 volume:106
sourceStr	Enthalten in System 106 volume:106
format_phy_str_mv	Article
bklname	Sprach- und Literaturwissenschaft: Allgemeines
institution	findex.gbv.de
topic_facet	Boredom After-class boredom Boredom proneness Negative emotions Attainment
dewey-raw	370
isfreeaccess_bool	false
container_title	System
authorswithroles_txt_mv	Pawlak, Mirosław @@aut@@ Kruk, Mariusz @@aut@@ Zawodniak, Joanna @@aut@@ Pasikowski, Sławomir @@aut@@
publishDateDaySort_date	2022-01-01T00:00:00Z
hierarchy_top_id	306710773
dewey-sort	3370
id	ELV007790635
language_de	englisch
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author	Pawlak, Mirosław
spellingShingle	Pawlak, Mirosław ddc 370 ssgn 5,3 fid LING bkl 17.00 misc Boredom misc After-class boredom misc Boredom proneness misc Negative emotions misc Attainment Examining the underlying structure of after-class boredom experienced by English majors
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title	Examining the underlying structure of after-class boredom experienced by English majors
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title_sort	examining the underlying structure of after-class boredom experienced by english majors
title_auth	Examining the underlying structure of after-class boredom experienced by English majors
abstract	Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is boredom. The study reported in this paper aimed to identify factors constituting the structure of after-class boredom, a negative emotion that learners experience in out-of-class situations, whether completing tasks and activities assigned by the teacher or such that they choose of their own accord. It was also intended to examine the extent to which the intensity of boredom is affected by general boredom proneness and attainment, and to develop and validate a domain-specific scale tapping into this negative experience in after-class contexts. The study involved 107 English majors in Poland who filled out the Boredom in Learning English Outside of School Questionnaire (BLEOS). Using the Boredom Proneness Scale (BPS) and end-of-the-year examination grades, participants were divided into more and less susceptible to boredom as well as into high- and low-achievers. Exploratory factor analysis allowed extraction of three factors underlying after-class boredom: (F1) unwillingness to learn English and inability to find (interesting) tasks, (F2) lack of creativity, focus and involvement and (F3) altered time perception, underused language abilities and monotony. Statistically significant differences were detected between more and less boredom-prone students for all three factors.
abstractGer	Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is boredom. The study reported in this paper aimed to identify factors constituting the structure of after-class boredom, a negative emotion that learners experience in out-of-class situations, whether completing tasks and activities assigned by the teacher or such that they choose of their own accord. It was also intended to examine the extent to which the intensity of boredom is affected by general boredom proneness and attainment, and to develop and validate a domain-specific scale tapping into this negative experience in after-class contexts. The study involved 107 English majors in Poland who filled out the Boredom in Learning English Outside of School Questionnaire (BLEOS). Using the Boredom Proneness Scale (BPS) and end-of-the-year examination grades, participants were divided into more and less susceptible to boredom as well as into high- and low-achievers. Exploratory factor analysis allowed extraction of three factors underlying after-class boredom: (F1) unwillingness to learn English and inability to find (interesting) tasks, (F2) lack of creativity, focus and involvement and (F3) altered time perception, underused language abilities and monotony. Statistically significant differences were detected between more and less boredom-prone students for all three factors.
abstract_unstemmed	Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is boredom. The study reported in this paper aimed to identify factors constituting the structure of after-class boredom, a negative emotion that learners experience in out-of-class situations, whether completing tasks and activities assigned by the teacher or such that they choose of their own accord. It was also intended to examine the extent to which the intensity of boredom is affected by general boredom proneness and attainment, and to develop and validate a domain-specific scale tapping into this negative experience in after-class contexts. The study involved 107 English majors in Poland who filled out the Boredom in Learning English Outside of School Questionnaire (BLEOS). Using the Boredom Proneness Scale (BPS) and end-of-the-year examination grades, participants were divided into more and less susceptible to boredom as well as into high- and low-achievers. Exploratory factor analysis allowed extraction of three factors underlying after-class boredom: (F1) unwillingness to learn English and inability to find (interesting) tasks, (F2) lack of creativity, focus and involvement and (F3) altered time perception, underused language abilities and monotony. Statistically significant differences were detected between more and less boredom-prone students for all three factors.
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title_short	Examining the underlying structure of after-class boredom experienced by English majors
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score	7.3993206

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Examining the underlying structure of after-class boredom experienced by English majors

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