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The Relationship Between the Use of Coping Strategies When Dealing With Academic Boredom and Teacher-Student Relationships Among Elementary Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Relationship Between the Use of Coping Strategies When Dealing With Academic Boredom and Teacher-Student Relationships Among Elementary Students./
Author:	Toledano-Meoded, Sharon.
Description:	1 online resource (94 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798381942101

The Relationship Between the Use of Coping Strategies When Dealing With Academic Boredom and Teacher-Student Relationships Among Elementary Students.
Toledano-Meoded, Sharon.

The Relationship Between the Use of Coping Strategies When Dealing With Academic Boredom and Teacher-Student Relationships Among Elementary Students. - 1 online resource (94 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2024.

Includes bibliographical references

Boredom in the classroom setting is slowly becoming an epidemic in education, particularly within elementary grade levels (Nett et al., 2010). Most teachers understand that not all students learn the same way and that the same teaching style does not work for all students. When boredom is experienced, students may react very differently--some adaptively and others maladaptively. The focus of this study is to examine the coping strategies used to deal with academic boredom among students between ages 6 to 9 years old from their teacher's perspective. Additionally, this study sets out to further explore if student likability from a teacher's perspective impacts a child's coping strategies (adaptive or maladaptive) when experiencing boredom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381942101Subjects--Topical Terms:

555998
Psychology.
Subjects--Index Terms:

BoredomIndex Terms--Genre/Form:

554714
Electronic books.

The Relationship Between the Use of Coping Strategies When Dealing With Academic Boredom and Teacher-Student Relationships Among Elementary Students.
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500 $a Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
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502 $a Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2024.
504 $a Includes bibliographical references
520 $a Boredom in the classroom setting is slowly becoming an epidemic in education, particularly within elementary grade levels (Nett et al., 2010). Most teachers understand that not all students learn the same way and that the same teaching style does not work for all students. When boredom is experienced, students may react very differently--some adaptively and others maladaptively. The focus of this study is to examine the coping strategies used to deal with academic boredom among students between ages 6 to 9 years old from their teacher's perspective. Additionally, this study sets out to further explore if student likability from a teacher's perspective impacts a child's coping strategies (adaptive or maladaptive) when experiencing boredom.
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538 $a Mode of access: World Wide Web
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650 4 $a Elementary education. $3 1148439
650 4 $a Educational psychology. $3 555103
653 $a Boredom
653 $a Elementary grade
653 $a Classroom
653 $a Elementary students
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