Even though the control-value theory of achievement emotions has become more and more popular, few studies have so far investigated discrete academic emotions in the context of self-regulated learning and academic performance. Boredom seems an especially neglected emotion in the educational context [1]. Our research aims to investigate the way boredom relates to cognitive and motivational factors of self-regulated learning and their joint influence on academic achievement of seventh graders. Our results confirm that the effects of boredom on achievement are moderated by motivational regulation strategies, namely performance self-talk.
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FRITEA et al. (2013) studied this question.
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