Children’s playfulness, boredom, and text-reduction strategy use
A temporal analysis of achievement emotions
Bibliographic Data
| ID | 24140359 |
|---|---|
| Authors | Muhibuddin Fadhli (0000-0002-4935-0701, State University of Malang, corresponding author), Richard Harrison (0000-0002-0154-0039, University of Surrey), Sylvester Arnab (0000-0002-4939-7382, Coventry University), Rochmat Aldy Purnomo (0000-0001-6096-8994, Universitas Tidar), Prihma Sinta Utami (0000-0001-9759-2054, Institut Teknologi Budi Utomo) |
| Year | 2026 |
| Pages | 1-6 |
| Publication date | 2026-08-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Play (JOURNAL) |
| Journal identifiers | ISSN: 2159-4937 • E-ISSN: 2159-4953 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/21594937.2026.2706915 |
| OpenAlex | W7204149736 |
| Language | EN |
| References cited | 15 |
We examined how children’s playfulness and boredom relate to their effective use of a text-reduction learning strategy in primary classrooms. A total of 333 early-primary students participated in repeated learning activities that allowed us to track momentary emotions and strategy effectiveness over time. Results showed that when children felt more playful than usual before beginning an activity, they used the text-reduction strategy more effectively on that task. Boredom, however, was not related to subsequent strategy use. These findings highlight the importance of children’s positive emotional states in supporting effective learning behaviors.
Boredom · Cognitive strategy · Distraction · Learning effect · Education, Achievement, and Giftedness · Flow Experience in Various Fields · Mind wandering and attention
Emotions, self-regulated learning, and achievement in mathematics
Boredom in achievement settings
Academic Emotions in Students' Self-Regulated Learning and Achievement
Controlling the False Discovery Rate
The Control-Value Theory of Achievement Emotions
Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning
Boredom in the Middle School Years
Academic emotions from a social-cognitive perspective
| Citation velocity | historical |
|---|---|
| Highly cited | No |