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Boredom in the Classroom

Addressing Student Motivation, Self-Regulation, and Engagement in Learning

  • Book
  • © 2015

Overview

Authors:
  1. Gayle L. Macklem

    1. Manchester, USA

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  • Synthesizes recent developments in theory and research on boredom
  • Explores differences in learning environments and whether or not boredom is domain specific
  • Examines various types of boredom as well as gender and cultural differences
  • Focuses on the ramifications of boredom for K-12 students
  • Details how student self-regulation, motivation, and engagement can be improved

Part of the book series: SpringerBriefs in Psychology (BRIEFSPSYCHOL, volume 1)

Part of the book sub series: SpringerBriefs in School Psychology (BRIEFSSCHOOL)

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-vii
    Download chapter PDF

  2. The Academic Emotion of Boredom: The Elephant in the Classroom

    • Gayle L. Macklem
    Pages 1-10

  3. Unmasking Boredom: It’s Not So Simple or Uninteresting—Boredom Is Both Interesting and Complex

    • Gayle L. Macklem
    Pages 11-20

  4. The Many Faces of Boredom: A Negative Emotion That Is So Common, It Is Simply Accepted, or Brushed Off

    • Gayle L. Macklem
    Pages 21-26

  5. Theory: What Is Causing Our Students to Tune Out and Turn Off?

    • Gayle L. Macklem
    Pages 27-34

  6. Boredom and Its Relation to Non-cognitive Factors: Student Motivation, Self-Regulation, Engagement in Learning, and Related Concepts

    • Gayle L. Macklem
    Pages 35-43

  7. Interventions for Externally Triggered Boredom: So What Can Teachers Do to Add a Bit of Excitement to Learning in the Classroom?

    • Gayle L. Macklem
    Pages 45-57

  8. Interventions for Internal Variables: Some Students Just Can’t Turn It On—They Will Need More than Great Teachers and Interesting Lessons

    • Gayle L. Macklem
    Pages 59-72

  9. Back Matter

    Pages 73-88
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Keywords

About this book

This 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.

Authors and Affiliations

  • Manchester, USA

    Gayle L. Macklem

About the author

Gayle L. Macklem, MA, NCSP, LEP, is a Massachusetts-licensed educational psychologist and a nationally certified school psychologist. She has served in the field of education for more than 35 years. A former president of the Massachusetts School Psychologists Association (MSPA), she serves as the Technology Chairperson of the state association, and was recently honored with a lifetime achievement award. She is an instructor in the School Psychology Specialist and Doctoral Training Programs at the Massachusetts School of Professional Psychology in Boston. She writes curricula and writes on topics of interest to educators. She is a frequent presenter at regional and national conferences. Ms. Macklem is the author of Springer’s Preventive Mental Health at School: Evidence-Based Services for Students (2014); Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy (2011); Practitioner's Guide to Emotion Regulation in School-Aged Children (2008); and Bullying and Teasing: Social Power in Children’s Groups (2003).

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