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Interests

• neural correlates of emotion regulation
• attitudes and mechanism of action of psychedelics
• scholarship of teaching and learning; specifically supporting student transition and engagement with university courses.

Faculty bio

As a teaching professor, I specialize in teaching Introduction to Psychology, Psychology in Popular Culture and Biopsychology. I am interested in creating inclusive learning environments where students actively participate in learning activities and course content. I am also interested in finding new ways to maintain student engagement within lectures and to keep boredom at bay.

My research background is in cognitive neuroscience – more specifically, in the mechanism by which boredom can act as a self-regulatory signal to us. I am always happy to chat about boredom, self-regulation, classroom engagement strategies and learning in general. Due to my work being teaching focused, I do not supervise graduate students.

Representative publications

Mugon, J., Boylan, J. and Danckert, J. (2020). Boredom Proneness and Self-Control as Unique Risk Factors in Achievement Settings. International Journal of Environmental Research and Public Health, 17(23), 9116.

Struk, A., Mugon, J., Huston, A., Scholer, A., Stadler, G., Higgins, T., Sokolowski and M., Danckert, J. (2019). Self-regulation and the foraging gene (PRKG1) in humans. Proceedings of the National Academy of Sciences. 116(10), 4434-4439.

Mugon, J., Struk, A. and Danckert, J. (2018). A failure to launch: Exploring the self-regulatory profile of boredom. Frontiers Psychology, 9, 1126.

Mugon, J., Danckert, J. and Eastwood, J. (2018). The costs and benefits of boredom in the classroom. In Cambridge Handbook on Motivation and Learning. Cambridge, UK: Cambridge University press.