Affandi, G. R., Hadi, C., Fardana, N. A., & Rahman, M. N. B. A. (2025). Adaptation and Validation of The Achievement Emotions Questionnaire Academic Boredom Subscale in Indonesian Islamic Boarding Schools.
Islamic Guidance and Counseling Journal,
8(2), 1-15.
https://doi.org/10.25217/0020258654400
Algouzi, S., Nazim, M., & Alzubi, A. A. F. (2026). Assessing the effectiveness of a blackboard-mediated flipped classroom model to strengthen EFL students’ drama vocabulary.
Educational Technology & Society,
29(1), 168-186.
https://doi.org/10.30191/ETS.202601_29(1).RP10
Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines.
Educational Technology Research and Development, 68(3), 1017-1051.
https://doi.org/10.1007/s11423-019-09718-8
Asmaroini, A. P., Hermawan, C., & Padillah, R. (2024). The metaverse revolution: The end of traditional classrooms?.
Journal of Public Health,
46(1), 161-162.
https://doi.org/10.1093/pubmed/fdad132
Bieleke, M., Gogol, K., Goetz, T., Daniels, L., & Pekrun, R. (2021). The AEQ-S: A short version of the Achievement Emotions Questionnaire.
Contemporary Educational Psychology,
65(1), 1-39.
https://doi.org/10.1016/j.cedpsych.2020.101940
Borgonovi, F., Pokropek, M., & Pokropek, A. (2023). Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents.
Computers & Education,
200(1), 1-10.
https://doi.org/10.1016/j.compedu.2023.104807
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review, 33(3), 1051-1095.
Caridade, C., & Pereira, V. (2026). Gastronomic Calculus: Integrating STEAM and Flipped Learning in Higher Education Mathematics.
Social Education Research,
1(2), 142-157.
https://doi.org/10.37256/ser.7120268997
Chinchua, S., Kantathanawat, T., & Tuntiwongwanich, S. (2022). Increasing Programming Self-Efficacy (PSE) Through a Problem-Based Gamification Digital Learning Ecosystem (DLE) Model.
Journal of Higher Education Theory & Practice,
22(9), 1-15.
https://doi.org/10.33423/jhetp.v22i9.5370
Egara, F. O., & Mosimege, M. (2024). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students.
Education and Information Technologies,
29(7), 8131-8150.
https://doi.org/10.1007/s10639-023-12145-1
Fisher, R., Tran, Q., & Verezub, E. (2024). Teaching English as a Foreign Language in Higher Education using flipped learning/flipped classrooms: a literature review.
Innovation in Language Learning and Teaching, 1-20.
https://doi.org/10.1080/17501229.2024.2302984
Forsblom, L., Pekrun, R., Loderer, K., & Peixoto, F. (2022). Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis. Journal of Educational Psychology, 114(2), 346-355.
Handoko, N., & Lukas, S. (2024). Academic Achievement from the Perspective of Academic Boredom, Engagement, and Gender. In
Proceedings of the 2024 8th International Conference on Digital Technology in Education (ICDTE) (pp. 124-129).
https://doi.org/10.1145/3696230.3696238
Khan, S., Sadia, R., Hayat, S. Z., & Tahir, S. (2019). Relationship between Academic Boredom, Learning Climate and Academic Motivation among University Students.
Pakistan Journal of Psychological Research,
34(3), 621-638.
https://doi.org/10.33824/PJPR.2019.34.3.34
Khazai, A., Nili, M.R., Zaraii Zavaraki, E., & Delavar, A. (2022). The effect of instructional package based on flipped learning on students’ meta cognition and problem solving skills.
Journal of Psychological Science,
21(120), 2347-2364. [in Persian]
http://dx.doi.org/10.52547/JPS.21.120.2347
Kılıç, A., Van Tilburg, W. A., & Igou, E. R. (2020). Risk‐taking increases under boredom. Journal of Behavioral Decision Making, 33(3), 257-269.
Liu, Q., Martin, N. C., Findling, R. L., Youngstrom, E. A., Garber, J., Curry, J. F., Hyde, J. S., Essex, M. J., Compas, B. E., Goodyer, I. M., Rohde, P., Stark, K. D., Slattery, M. J., Forehand, R., & Cole, D. A. (2021). Hopelessness and depressive symptoms in children and adolescents: An integrative data analysis. Journal of Abnormal Psychology, 130(6), 594–607.
Mohamed, H., & Lamia, M. (2020). Efficacy of the flipped classroom to teach the digital storytelling process. In
Developing Technology Mediation in Learning Environments (pp. 57-77). IGI Global.
https://doi.org/10.4018/978-1-7998-1591-4.ch004
Muktiadji, H., Degeng, I. N. S., Setyosari, P., Kuswandi, D., & Haq, A. S. (2026). The Effect of Flipped Classroom Model and Learning Styles on Improving Students' Conceptual Understanding: An Experimental Study.
Jurnal Ekonomi Pendidikan dan Kewirausahaan,
14(1), 1-24.
https://doi.org/10.26740/jepk.v14n1.p1-24
Ohlenburg, H., Arnemann, P. H., Hessler, M., Görlich, D., Zarbock, A., & Friederichs, H. (2024). Flipped Classroom: Improved team performance during resuscitation training through interactive pre-course content–a cluster-randomised controlled study.
BMC Medical Education,
24(1), 459-476.
https://doi.org/10.1186/s12909-024-05438-7
Pamuk, M., & Circir, O. (2025). What Might Happen If Adolescents Perceive Academic Pressure From Their Parents? The Role Of Academic Self‐Handicapping Behaviour On Subjective Academic Well‐Being: A Moderated Mediation Model.
Psychology in the Schools,
62(4), 1100-1111.
https://doi.org/10.1002/pits.23379
Paralikar, S., Shah, C. J., Joshi, A., & Kathrotia, R. (2022). Acquisition of higher-order cognitive skills (HOCS) using the flipped classroom model: a quasi-experimental study.
Cureus,
14(4), 1-10.
https://doi.org/10.7759/cureus.24249
Pekrun, R. (2024). Control-value theory: From achievement emotion to a general theory of human emotions. Educational Psychology Review, 36(3), 36-83.
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement emotions questionnaire (AEQ). User’s manual. Munich, Germany: University of Munich, Department of Psychology, 14(1), 1-15.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions among students’ learning and performance: The Achievement Emotions Questionnaire (AEQ).
Contemporary Educational Psychology, 36(1), 36–48.
https://doi.org/10.1016/j.cedpsych.2010.10.002
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653-1670.
Pekrun, R., Marsh, H. W., Elliot, A. J., Stockinger, K., Perry, R. P., Vogl, E., Goetz, T., van Tilburg, W. A. P., Lüdtke, O., & Vispoel, W. P. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology, 124(1), 145–178.
Pekrun, R., Marsh, H. W., Elliot, A. J., Stockinger, K., Perry, R. P., Vogl, E., ... & Vispoel, W. P. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology, 124(1), 145-156.
Pekrun, R., Murayama, K., Marsh, H. W., Goetz, T., & Frenzel, A. C. (2019). Happy fish in little ponds: Testing a reference group model of achievement and emotion. Journal of Personality and Social Psychology, 117(1), 166-185.
Phan, A. L. T., Van Vo, V., & Nguyen, H. L. (2024). Factors Contributing to Academic Boredom among English-Major Students at Nong Lam University Ho Chi Minh City, Vietnam.
Vietnam Journal of Education,
1(2), 38-50.
https://doi.org/10.52296/vje.2024.350
Pimdee, P., Sukkamart, A., Nantha, C., Kantathanawat, T., & Leekitchwatana, P. (2024). Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms.
Heliyon,
10(7), 1-15.
https://doi.org/10.1016/j.heliyon.2024.e29172
Riffert, F., Hagenauer, G., Kriegseisen, J., & Strahl, A. (2020). On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions, Academic Self-Concept, Engagement, and Achievement. Research in Science Education, 5(2), 1-19.
Robinson, D., Suhr, J., & Buelow, M. (2025). Academic self-handicapping as a mediator of the relation between imposterism and academic goal orientation: Testing invariance by gender and underrepresented status.
Journal of American College Health,
73(5), 1913-1920.
https://doi.org/10.1080/07448481.2024.2351409
Ruenphongphun, P., Sukkamart, A., & Pimdee, P. (2022). Developing Thai Undergraduate Online Digital Citizenship Skills (DCS) Under the New Normal.
Journal of Higher Education Theory & Practice,
22(9), 1-15.
https://doi.org/10.33423/jhetp.v22i9.5358
Sabzi, N., Masoud Hossein Chari, M., Jowkar, B., & khormaee, F. (2021). Relationship between core selfevaluation and academic self-handicapping by mediation of academic emotions: Structural equation Modeling.
Journal of Modern Psychological Researches, 16(62), 192-208. [in Persian]
https://doi.org/20.1001.1.27173852.1400.16.62.14.9
Sahebyar, H., Golmohammednezhad, G., & Barqi, I. (2021). The effectiveness of flipped learning on academic engagement of second grade high school students in Mathematics.
Educational Psychology,
17(59), 289-316. [in Persian]
https://doi.org/10.22054/jep.2021.53870.3074
Schwinger, M., & Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping—The protective function of mastery goals.
Learning and Individual Differences,
21(6), 699-709.
https://doi.org/10.1016/j.lindif.2011.09.004
Schwinger, M., Wirthwein, L., Lemmer, G., & Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis.
Journal of Educational Psychology,
106(3), 1-15.
https://doi.org/10.1037/a0035832
Sharp, J. G., Sharp, J. C., & Young, E. (2020). Academic boredom, engagement and the achievement of undergraduate students at university: A review and synthesis of relevant literature.
Research Papers in Education, 35(2), 144-184.
https://doi.org/10.1080/02671522.2018.1536891
Sharp, J. G., Zhu, X., Matos, M., & Sharp, J. C. (2021). The Academic Boredom Survey Instrument (ABSI): a measure of trait, state and other characteristic attributes for the exploratory study of student engagement.
Journal of Further and Higher Education,
45(9), 1253-1280.
https://doi.org/10.1080/0309877X.2021.1947998
Shokri, M. & Tamannaeifar, M. (2025). [Structural Equation Model of Academic Boredom Based on Cognitive Emotion Regulation and Academic Self‑Efficacy: The Mediating Role of Academic Self‑Handicapping.
Journal of School Psychology and Institutions, 14(2), 57-72. [in Persian]
https://doi.org/10.22098/jsp.2025.16079.5971
Thareja, S. K., Kennedy, B., Simpson, R., Hu, K., Patel, R., Jardine, G., ... & Vegunta, S. (2026). The Flipped Classroom Effect: Improving Faculty and Resident Engagement and Satisfaction in Ophthalmology Residency.
Journal of Surgical Education,
83(1), 1-15.
https://doi.org/10.1016/j.jsurg.2025.103745
Torres-Martin, C., Acal, C., El-Homrani, M., & Mingorance-Estrada, A. C. (2022). Implementation of the flipped classroom and its longitudinal impact on improving academic performance.
Educational Technology Research and Development,
70(3), 909-929.
https://doi.org/10.1007/s11423-022-10095-y
Veisi, S., & Kashefi, F. (2025). effectiveness of intensive short-term dynamic psychotherapy on executive functioning, theory of mind and mentalization in people with borderline personality disorder,
New Advances in Behavioral Sciences, 10(58), 340-353. [in Persian]
https://ijndibs.com/article-1-1164-fa.html
Wittmann, S., Wulf, T., & Müller, F. A. (2026). Conventional versus fully online flipped learning environments: A comparison of flexibility, interaction, flow experience, and student learning outcomes.
The International Journal of Management Education,
24(1), 1-15.
https://doi.org/10.1016/j.ijme.2025.101304
Yan, C., Qian, M., & Sun, T. (2026). Parental rearing styles and academic self-handicapping among Chinese university students: The mediating role of academic self-efficacy.
Acta Psychologica,
262(1), 1-15.
https://doi.org/10.1016/j.actpsy.2025.105997