Patterns of boredom and its relationship with perceived autonomy support and engagement

摘要: Abstract The impact of academic boredom on learning and achievement has received increasing attention in the literature; however, questions how changes over time change relates to antecedents student engagement during a course study remain unexplored. Therefore, purposes this were to: (a) examine patterns two types (i.e., learning-related class-related) four vigor, absorption, dedication, effort regulation); (b) trajectories relate one another; (c) investigate relationship between perceived autonomy support pattern boredom, sample 144 university students. Results latent growth curve analysis showed that absorption remained relatively stable time, whereas both class-related regulation linear change, increase trend decrease, respectively. Interestingly, students’ dedication decreased at beginning increased when approaching end course. Our results also revealed fact class linked with inverse association experience.