References
- Arnold, Jane, H. Douglas Brown (1999). A map of the terrain. Arnold Jane, ed. Affect in Language Learning. Cambridge: Cambridge University Press, 1–24.
- Chahkandi, Fatemeh, Abbas Eslami Rasekh, Mansour Tavakoli (2016). Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus. Iranian Journal of Applied Linguistics (IJAL) 19.1: 35–72.
- Daniels, Lia M., Virginia M.C. Tze, Thomas Götz (2015). Examining boredom: Different causes for different coping profiles. Learning and Individual Differences 37: 255–261.
- Daschmann, Elena C., Thomas Götz, Robert H. Stupnisky (2011). Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales. British Journal of Educational Psychology 81: 421–440.
- Daschmann, Elena C. (2013). Boredom in School from the Perspectives of Students, Teachers, and Parents. Doctoral Dissertation. Konstanz: Universität Konstanz.
- Dewaele, Jean-Marc (2011). Reflections on the emotional and psychological aspects of foreign language learning and use. Anglistik: International Journal of English Studies 22.1: 23–42.
- Dewaele, Jean-Marc (2017). Are perfectionists more anxious foreign language learners and users? Gkonou, Christina, Mark Daubney, Jean Marc Dewaele, eds. New Insights into Language Anxiety: Theory, Research and Educational Implications. Bristol: Multilingual Matters, 70–91.
- Dörnyei, Zoltán (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, New Jersey/London: Lawrence Erlbaum Associates.
- Dörnyei, Zoltán (2009). The L2 motivational self system. Dornyei, Zoltán, Ema Ushioda, eds. Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 9–42.10.21832/9781847691293-003
- Dörnyei, Zoltán, Ema Ushioda, eds. (2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.10.21832/9781847691293
- Fisher, Cynthia D. (1993). Boredom at work: A neglected concept. Human Relations 46.3: 395–417.
- Frenzel, Anne C., Betty Becker-Kurz, Reinhard Pekrun, Thomas Götz, Oliver Lüdtke (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology 110.5: 628–639.
- Götz, Thomas (2004). Emotionales Erleben und elbstreguliertes Lernen bei Schülern im Fach Mathematik [Students’ Emotions and Self-regulated Learning in Mathematics]. München: Herbert Utz Verlag.
- Götz, Thomas, Nathan C. Hall (2014). Academic boredom. Pekrun, Reinhard, Lisa Linnenbrink-Garcia, eds. International Handbook of Emotions in Education. New York: Routledge, 311–330.
- Götz, Thomas, Anne C. Frenzel, Reinhard Pekrun, Nathan C. Hall (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education 75. 1: 5–29.
- Gross, James J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology 2.3: 271–299.
- Gross, James J., ed. (2015). Handbook of Emotion Regulation (second edition). New York: The Guilford Press.
- Hall, Nathan C., Thomas Götz, eds. (2013). Emotion, Motivation, and Self-regulation: A Handbook for Teachers. Bringly, UK: Emerald Group Publishing.
- Hill, Austin Bradford, Perkins, R. E. (1985). Towards a model of boredom. British Journal of Psychology 76.2: 235–240.
- Holahan, Charles J., Rudolf H. Moos, Jeanne A. Schaefer (1996). Coping, stress resistance, and growth: Conceptualizing adaptive functioning. Zeidner, Moshe, Norman S. Endler, eds. Handbook of coping. Theory, research, applications. New York: John Wiley & Sons, 24-43.
- Horwitz, Elaine Kolker, Michael B. Horwitz, Joann Cope (1986). Foreign language classroom anxiety. The Modern Language Journal 70.2: 125–132.
- Jean, Gladys, Daphnée Simard (2011). Grammar teaching and learning in L2: Necessary, but boring? Foreign Language Annals 44.3: 467–494.
- Kanevsky, Lannie, Tacey Keighley (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review 26.1: 20–28.
- Klieme, Eckhard, Christine Pauli, Kurt Reusser (2009). The Pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. Janik, Tomas, Tina Seidel, eds. The Power of Video Studies in Investigating Teaching and Learning in the Classroom. New York, NY: Waxmann Publicing Co., 137–160.
- Kruk, Mariusz (2016). Investigating the changing nature of boredom in the English language classroom: Results of a study. Dłutek, Anety, Danuty Pietrzak, eds. Nowy wymiar filologii. Płock: Wydawnictwo Naukowe Państwowej Wyższej Szkoły Zawodowej w Płocku, 252–263.
- Kruk, Mariusz, Joanna Zawodniak (2018). Boredom in practical English language classes: Insights from interview data. Szymański, Leszek, Joanna Zawodniak, Agnieszka Łobodziec, Marek Smoluk, eds. Interdisciplinary views on the English language, literature and culture. Zielona Góra: Uniwersytet Zielonogórski, 177–191.
- Larson, Reed W., Maryse H. Richards (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education 99.4: 418–443.
- Lohrmann, Katrin (2008). Langeweile im Unterricht (Boredom in Class]. Münster: Waxmann.
- MacIntyre, Peter D., Robert C. Gardner (1991) Methods and results in the study of anxiety and language learning: A review of the literature. Language learning 41: 85–117.10.1111/j.1467-1770.1991.tb00677.x
- MacIntyre, Peter D., David P. MacKinnon, Richard Clément (2009). From integrative motivation to possible selves: The baby, the bathwater, and the future of language learning motivation research. Dörnyei, Zoltan, Ema Ushioda, eds. Motivation, Language Identity and the L2 Self. Clevendon, UK: Multilingual Matters, 43–65.10.21832/9781847691293-004
- Martin, Marion, Gaynor Sadlo, Graham Stew (2006). The phenomenon of boredom. Qualitative Research in Psychology 3: 193–211.
- Mikulas, William L., Stephen J. Vodanovich (1993). The essence of boredom. Psychological Record 43.1: 3–12.
- Nett, Ulrike E., Thomas Götz, Lia M. Daniels (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences 20.6: 626–638.
- Pauli, Christine, Kurt Reusser (2006). Von international vergleichenden Video Survey zur videobasierten Unterrichtsforschung -entwicklung [From comparative international video surveys to video-based instructional research and development]. Zeitschrift für Pädagogik 52.6: 774–798.
- Pekrun, Reinhard (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review 18.4: 315–341.
- Pekrun, Reinhard, Krista R. Muis, Anne C. Frenzel, Thomas Götz (2018). Emotions at School. New York: Routledge.
- Piechurska-Kuciel, Ewa (2008). Language Anxiety in Secondary Grammar School Student. Opole: Uniwersytet Opolski.
- Robinson, William Peter (1975). Boredom at school. British Journal of Educational Psychology 45: 141–152.
- Ryan, Richard M. (2007). Motivation and emotion: A new look and approach for two reemerging fields. Motivation and Emotion 31.1: 1–3.
- Seidel, Tina, Richard J. Shavelson (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research 77.4: 454–499.
- Stephanou, Georgia, Georgios Gkavras, Maria Doulkeridou (2013). The role of teachers’ self- and collective-efficacy beliefs on their job satisfaction and experienced emotions in school. Psychology 4. 3A: 268–278.
- Taxer, Jamie L., Anne C. Frenzel (2015). Facets of teachers’ emotional lives: A quantitative investigation of teachers’ genuine, faked, and hidden emotions. Teaching and Teacher Education 49: 78–88.
- Titz, Wolfram (2001). Emotionen von Studierenden in Lernsituationen-Explorative Analysen und Entwicklung von Selbstbericbtskalen [Emotions of students in learning situations, Exploratory analysis and development of Selbstberichtskalen]. Munster: Waxmann.
- Tremblay, Paul F., Robert C. Gardner (1995). Expanding the motivation construct in language learning. The Modern Language Journal 79.4: 505–518.
- Ushioda, Ema (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning 24.3: 199–210.
- Zawodniak, Joanna, Mariusz Kruk, Jonathan Chumas (2017). Towards conceptualizing boredom as an emotion in the EFL academic context. KSJ 5.4: 425–441.