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- W2967991170 abstract "Despite being a pervasive emotion that is felt across occupational and educational contexts, boredom has heretofore been underexplored in the marketing education literature. This research attempts to rectify this notable omission by presenting two studies that lend insight into the individual personality characteristics that make students particularly prone to feelings of boredom. Through the theoretical lenses of the 3M hierarchical model of personality and Control-Value theory, Study 1 provides evidence that trait neuroticism, conscientiousness and need for arousal operate through impulsivity to shape marketing students’ feelings of boredom in the classroom, but that this effect is attenuated when students are high in self-efficacy. In Study 2, we conduct an experiment that provides converging evidence of the role of self-efficacy in attenuating these perceptions. Finally, we discuss what marketing educators can do to alleviate perceptions of a boring classroom, and discuss avenues for future research." @default.
- W2967991170 created "2019-08-22" @default.
- W2967991170 creator A5022074198 @default.
- W2967991170 creator A5035987077 @default.
- W2967991170 creator A5062004296 @default.
- W2967991170 creator A5086038672 @default.
- W2967991170 date "2019-08-13" @default.
- W2967991170 modified "2023-10-01" @default.
- W2967991170 title "“TAMING THE ELEPHANT IN THE (CLASS)ROOM: EXPLORING ROOT CAUSES OF STUDENT BOREDOM”" @default.
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- W2967991170 doi "https://doi.org/10.1080/10528008.2019.1653199" @default.
- W2967991170 hasPublicationYear "2019" @default.