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    <completedDate>2024-04-07</completedDate>
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    <title language="eng">The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings</title>
    <abstract language="eng">Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string‐guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi‐experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.</abstract>
    <parentTitle language="eng">Review of Education</parentTitle>
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Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string\u2010guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi\u2010experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom\u2014but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. 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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
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      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
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    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
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      <firstName>Julia</firstName>
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      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
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      <firstName>Julia</firstName>
      <lastName>Möller</lastName>
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    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
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  <doc>
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    <completedDate>2024-09-24</completedDate>
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    <title language="deu">Bedürfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativität im Unterrichtskontext</title>
    <abstract language="deu">Langeweile ist eine der am häufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberflächliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive Fähigkeiten sowie anwendungsbezogenes, problemlösendes und nachhaltiges Lernen beeinträchtigen und sich negativ auf akademische Leistungen auswirken kann. Auf der anderen Seite sehen Forschende die Langeweile als ein Signal an, dass eine Ausrichtung mentaler Prozesse zu Sinnhaftigkeit und Kreativität ermöglichen und ungenutzte kognitive Potenziale erschließen könnte. Ein Schlüssel für das Verständnis und die Untersuchung dieser scheinbar widersprüchlichen Annahmen könnten bedürfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bedürfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) könnten sich unterschiedliche Verbindungen eines Zustandes der Langeweile zu kreativen Impulsen ergeben. Diese Annahme wird in einer Studie mit Lernenden der 9. Klassen in Gymnasien mit einer Experience-Sampling-Erhebung untersucht. Die aktuell laufenden Erhebungen finden jeweils eine Woche pro Klasse statt. Die Lernenden werden dabei jeweils mehrfach in verschiedenen Unterrichtssituationen untersucht. Wir wollen ermitteln, inwieweit das Aufkommen von Langeweile in Unterrichtssituationen mit unerfüllten psychischen Bedürfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativitätsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden.</abstract>
    <parentTitle language="deu">53. DGPs-Kongress / 15. ÖGP-Konferenz, 16.-19. September</parentTitle>
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    <author>
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    <submitter>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </submitter>
    <author>
      <firstName>Julia</firstName>
      <lastName>Möller</lastName>
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    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Langeweile</value>
    </subject>
    <subject>
      <language>deu</language>
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      <value>Kreativität</value>
    </subject>
    <subject>
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