000			01898nam a22002777a 4500
003			OSt
005			20241008095823.0
008			241008b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/370.15/E672/2016
100			_aEren, Altay _911536
130			_aThe Journal of Educational Research _911399
245			_aStudents' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance _cby Altay Eren & Hamit Coskun
300			_a574-588
336			_atext
337			_aunmediated
338			_avolume
440			_v109(6) _x0022-0671
500			_aThe authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded performance. A total of 557 student from a small city located in the Western Black Sea region in Turkey voluntarily participated in the study. Of them, 211 enrolled in an Anatolian high school and 346 enrolled in a science high school. Results showed that the level of boredom, boredom coping strategies, epistemic curiosity, and graded performance were significantly related to each other. Results also showed that deprivation-type epistemic curiosity and interest-type epistemic curiosity played significant mediating roles in the relationship between the level of boredom and graded performance. Notably, the mediating roles of interest-type epistemic curiosity and deprivation-type epistemic curiosity differed across gender groups.
650		0	_aEducational psychology _911524
650		0	_aStudent _911537
650		0	_aEducational tests and measurements _910116
700			_aCoskun, Hamit _911538
942			_2ddc _cPINDEX
999			_c8296 _d8296