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Article: A Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) With Canadian and Chinese College Students

TitleA Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) With Canadian and Chinese College Students
Authors
Keywordsvalidation
boredom
cross-cultural
emotion
motivation
Issue Date2013
Citation
Journal of Psychoeducational Assessment, 2013, v. 31, n. 1, p. 29-40 How to Cite?
AbstractThis study evaluated the psychometric properties of the Learning-Related Boredom Scale (LRBS) from the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005; Pekrun, Goetz, Titz, & Perry, 2002) in a sample of 405 university students from Canada and China. Multigroup confirmatory factor analysis was used to test the factor structure and measurement invariance of the LRBS across cultural settings, after which the relationships between the LRBS, boredom frequency in class, intrinsic motivation, and self-efficacy for self-regulated learning (SESRL) were examined. Results showed evidence of reliability and measurement invariance of the LRBS, and the relationships between the LRBS, boredom frequency, and SESRL were similar across settings. The study thus provided evidence that learning-related boredom is a valid construct across culturally diverse school settings and supported the use of the LRBS in both Canadian and Chinese student populations. © 2013 SAGE Publications.
Persistent Identifierhttp://hdl.handle.net/10722/230919
ISSN
2015 Impact Factor: 1.0
2015 SCImago Journal Rankings: 0.514

 

DC FieldValueLanguage
dc.contributor.authorTze, Virginia M C-
dc.contributor.authorKlassen, Robert M.-
dc.contributor.authorDaniels, Lia M.-
dc.contributor.authorLi, Johnson C H-
dc.contributor.authorZhang, Xiao-
dc.date.accessioned2016-09-01T06:07:09Z-
dc.date.available2016-09-01T06:07:09Z-
dc.date.issued2013-
dc.identifier.citationJournal of Psychoeducational Assessment, 2013, v. 31, n. 1, p. 29-40-
dc.identifier.issn0734-2829-
dc.identifier.urihttp://hdl.handle.net/10722/230919-
dc.description.abstractThis study evaluated the psychometric properties of the Learning-Related Boredom Scale (LRBS) from the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005; Pekrun, Goetz, Titz, & Perry, 2002) in a sample of 405 university students from Canada and China. Multigroup confirmatory factor analysis was used to test the factor structure and measurement invariance of the LRBS across cultural settings, after which the relationships between the LRBS, boredom frequency in class, intrinsic motivation, and self-efficacy for self-regulated learning (SESRL) were examined. Results showed evidence of reliability and measurement invariance of the LRBS, and the relationships between the LRBS, boredom frequency, and SESRL were similar across settings. The study thus provided evidence that learning-related boredom is a valid construct across culturally diverse school settings and supported the use of the LRBS in both Canadian and Chinese student populations. © 2013 SAGE Publications.-
dc.languageeng-
dc.relation.ispartofJournal of Psychoeducational Assessment-
dc.subjectvalidation-
dc.subjectboredom-
dc.subjectcross-cultural-
dc.subjectemotion-
dc.subjectmotivation-
dc.titleA Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) With Canadian and Chinese College Students-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1177/0734282912443670-
dc.identifier.scopuseid_2-s2.0-84872802933-
dc.identifier.volume31-
dc.identifier.issue1-
dc.identifier.spage29-
dc.identifier.epage40-

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