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- Publisher Website: 10.1016/j.lindif.2012.10.015
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Article: Canadian and Chinese university students' approaches to coping with academic boredom
Title | Canadian and Chinese university students' approaches to coping with academic boredom |
---|---|
Authors | |
Keywords | Achievement Boredom Coping Cross-Cultural Profiles Validation |
Issue Date | 2013 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif |
Citation | Learning And Individual Differences, 2013, v. 23 n. 1, p. 32-43 How to Cite? |
Abstract | Although past research has shown the benefits of using approach coping in dealing with negative emotions, little is known about how students cope with a common negative achievement emotion, boredom, across cultures. Therefore, the goals of this study were to validate the Boredom Coping Scale (BCS) in Canada (n = 151, mean age = 23.29) and China (n = 254, mean age = 21.03), to identify boredom coping profiles within individual settings, and to examine the effectiveness of the profiles in decreasing boredom, and increasing self-efficacy for self-regulated learning, motivation, and achievement. The factor structure of the BCS was comparable across the two samples; however, the two groups responded to five items differently, contributing to the overall variation. We identified two coping profiles among Canadian students and three profiles among Chinese students. Our results indicated that Canadian students predominantly endorsed cognitive-approach coping, whereas the majority of Chinese students endorsed avoidance coping. Additionally, our results found significant differences in coping effectiveness among different profiles. © 2012 Elsevier Inc. |
Persistent Identifier | http://hdl.handle.net/10722/180519 |
ISSN | 2023 Impact Factor: 3.8 2023 SCImago Journal Rankings: 1.640 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Tze, VMC | en_US |
dc.contributor.author | Daniels, LM | en_US |
dc.contributor.author | Klassen, RM | en_US |
dc.contributor.author | Li, JCH | en_US |
dc.date.accessioned | 2013-01-28T01:39:23Z | - |
dc.date.available | 2013-01-28T01:39:23Z | - |
dc.date.issued | 2013 | en_US |
dc.identifier.citation | Learning And Individual Differences, 2013, v. 23 n. 1, p. 32-43 | en_US |
dc.identifier.issn | 1041-6080 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/180519 | - |
dc.description.abstract | Although past research has shown the benefits of using approach coping in dealing with negative emotions, little is known about how students cope with a common negative achievement emotion, boredom, across cultures. Therefore, the goals of this study were to validate the Boredom Coping Scale (BCS) in Canada (n = 151, mean age = 23.29) and China (n = 254, mean age = 21.03), to identify boredom coping profiles within individual settings, and to examine the effectiveness of the profiles in decreasing boredom, and increasing self-efficacy for self-regulated learning, motivation, and achievement. The factor structure of the BCS was comparable across the two samples; however, the two groups responded to five items differently, contributing to the overall variation. We identified two coping profiles among Canadian students and three profiles among Chinese students. Our results indicated that Canadian students predominantly endorsed cognitive-approach coping, whereas the majority of Chinese students endorsed avoidance coping. Additionally, our results found significant differences in coping effectiveness among different profiles. © 2012 Elsevier Inc. | en_US |
dc.language | eng | en_US |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif | en_US |
dc.relation.ispartof | Learning and Individual Differences | en_US |
dc.subject | Achievement | en_US |
dc.subject | Boredom Coping | en_US |
dc.subject | Cross-Cultural | en_US |
dc.subject | Profiles | en_US |
dc.subject | Validation | en_US |
dc.title | Canadian and Chinese university students' approaches to coping with academic boredom | en_US |
dc.type | Article | en_US |
dc.identifier.email | Li, JCH: lchjohn@hku.hk | en_US |
dc.identifier.authority | Li, JCH=rp01709 | en_US |
dc.description.nature | link_to_subscribed_fulltext | en_US |
dc.identifier.doi | 10.1016/j.lindif.2012.10.015 | en_US |
dc.identifier.scopus | eid_2-s2.0-84871922947 | en_US |
dc.identifier.hkuros | 217906 | - |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-84871922947&selection=ref&src=s&origin=recordpage | en_US |
dc.identifier.volume | 23 | en_US |
dc.identifier.issue | 1 | en_US |
dc.identifier.spage | 32 | en_US |
dc.identifier.epage | 43 | en_US |
dc.identifier.isi | WOS:000314258200004 | - |
dc.publisher.place | United Kingdom | en_US |
dc.identifier.scopusauthorid | Tze, VMC=36350354300 | en_US |
dc.identifier.scopusauthorid | Daniels, LM=15757266500 | en_US |
dc.identifier.scopusauthorid | Klassen, RM=7005870083 | en_US |
dc.identifier.scopusauthorid | Li, JCH=55376647700 | en_US |
dc.identifier.issnl | 1041-6080 | - |