Goetz, T and Bieleke, M and Yanagida, T and Krannich, M and Roos, A-L and Frenzel, AC and Lipnevich, AA and Pekrun, R (2023) Test Boredom: Exploring a Neglected Emotion. Journal of Educational Psychology, 115 (7). pp. 911-931. DOI https://doi.org/10.1037/edu0000807 (In Press)
Goetz, T and Bieleke, M and Yanagida, T and Krannich, M and Roos, A-L and Frenzel, AC and Lipnevich, AA and Pekrun, R (2023) Test Boredom: Exploring a Neglected Emotion. Journal of Educational Psychology, 115 (7). pp. 911-931. DOI https://doi.org/10.1037/edu0000807 (In Press)
Goetz, T and Bieleke, M and Yanagida, T and Krannich, M and Roos, A-L and Frenzel, AC and Lipnevich, AA and Pekrun, R (2023) Test Boredom: Exploring a Neglected Emotion. Journal of Educational Psychology, 115 (7). pp. 911-931. DOI https://doi.org/10.1037/edu0000807 (In Press)
Abstract
The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined. Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing (“test boredom”; H1), and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals; H2) and outcomes (performance; H3). We further hypothesized that test boredom was more detrimental when students felt overchallenged during the test than when they felt underchallenged (‘abundance hypothesis’; H4). We tested these hypotheses in two studies (Study 1: N=208 8th graders; 54% female; Study 2: N=1,612 5th-10th graders, 47% female) using both trait and state measures of test boredom in mathematics and their proposed antecedents and outcomes. In support of H1, participants reported statistically significant levels of boredom during tests. Further, the relations of test boredom with its control and value antecedents (i.e., being over- or underchallenged, facets of value) were in line with our assumptions (H2). In support of H3, test boredom was significantly negatively related to academic achievement (grades). In line with H4, test scores were negatively related to boredom due to being overchallenged but unrelated, or even positively related, to boredom due to being underchallenged. Directions for future research on test boredom as well as practical implications are outlined.
Item Type: | Article |
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Uncontrolled Keywords: | boredom, test, achievement, mathematics, control-value theory |
Divisions: | Faculty of Science and Health Faculty of Science and Health > Psychology, Department of |
SWORD Depositor: | Unnamed user with email elements@essex.ac.uk |
Depositing User: | Unnamed user with email elements@essex.ac.uk |
Date Deposited: | 16 Jun 2023 10:02 |
Last Modified: | 30 Oct 2024 21:19 |
URI: | http://repository.essex.ac.uk/id/eprint/35727 |
Available files
Filename: Goetz et al J Educational Psychology 2023 in press Test Boredom - Exploring a Neglected Emotion.pdf