Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video.

Patti C Parker, Virginia M C Tze, Lia M Daniels, Alyse Sukovieff

Abstract read

In one paragraph

Article in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Difficulties with Emotion Regulation during COVID-19 and Associations with Boredom in College Students.Behavioral sciences (Basel, Switzerland) · 2022
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Patti C ParkerDepartment of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada.ORCID 0000-0002-4812-7786

Virginia M C TzeDepartment of Educational Administration, Foundations & Psychology, Faculty of Education, University of Manitoba, Winnipeg, MB R3T 2N2, Canada.

Lia M DanielsDepartment of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada.

Alyse SukovieffDepartment of Psychology, Faculty of Arts, University of Manitoba, Winnipeg, MB R3T 2N2, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Boredom is a salient emotion experienced in postsecondary settings, and evidence reveals that it can negatively impact academic achievement and motivation. Drawing from the control-value theory (CVT) of achievement emotions (Pekrun, 2006) and the component process model of emotions (CPM; Scherer, 1984), our study examines the first phase of a multi-sequenced online boredom intervention training (BIT) program. The goal of Phase I of BIT was to increase university students' (

Indexed as

BoredomMotivationAchievementEmotionsHumansStudentsachievement emotionsboredomcomponent process model of emotionscontrol-value theoryinterventionpsychoeducation

Identifiers

PMID34770226

DOI10.3390/ijerph182111712

PMCPMC8583322

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.