Test boredom : Exploring a neglected emotion
Journal article
Goetz, Thomas, Bieleke, Maik, Yanagida, Takuya, Krannich, Maike, Roos, Anna-Lena, Frenzel, Anne, Lipnevich, Anastasiya A. and Pekrun, Reinhard. (2023). Test boredom : Exploring a neglected emotion. Journal of Educational Psychology. 115(7), pp. 911-931. https://doi.org/10.1037/edu0000807
Authors | Goetz, Thomas, Bieleke, Maik, Yanagida, Takuya, Krannich, Maike, Roos, Anna-Lena, Frenzel, Anne, Lipnevich, Anastasiya A. and Pekrun, Reinhard |
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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”; Hypothesis 1) and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals; Hypothesis 2) and outcomes (performance; Hypothesis 3). We further hypothesized that test boredom was more detrimental when students felt overchallenged during the test than when they felt underchallenged (“abundance hypothesis”; Hypothesis 4). We tested these hypotheses in two studies (Study 1: N = 208 eighth graders; 54% female; Study 2: N = 1,612 fifth to 10th graders, 47% female) using both trait and state measures of test boredom in mathematics and their proposed antecedents and outcomes. In support of Hypothesis 1, participants reported statistically significant levels of boredom during tests. Furthermore, 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 (Hypothesis 2). In support of Hypothesis 3, test boredom was significantly negatively related to academic achievement (grades). In line with Hypothesis 4, 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. |
Keywords | boredom; test; achievement; mathematics; control-value theory |
Year | 01 Jan 2023 |
Journal | Journal of Educational Psychology |
Journal citation | 115 (7), pp. 911-931 |
Publisher | American Psychological Association |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000807 |
Web address (URL) | https://psycnet.apa.org/fulltext/2023-95297-001.html |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 911-931 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 03 Aug 2023 |
Publication process dates | |
Accepted | 30 Mar 2023 |
Deposited | 15 Aug 2024 |
Supplemental file | License File Access Level Open |
Additional information | © 2023 American Psychological Association |
This research was supported by a grant from the German Research Foundation (Deutsche Forschungsgemeinschaft) awarded to Reinhard Pekrun (PE 320/11-1). | |
This document is copyrighted by the American Psychological Association or one of its allied publishers. | |
Place of publication | United States |
https://acuresearchbank.acu.edu.au/item/90ww1/test-boredom-exploring-a-neglected-emotion
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OA_Pekrun_2023_Test_boredom_Exploring_a_neglected_emotion.pdf | |
License: CC BY 3.0 | |
File access level: Open |
Supplemental file
SM_Pekrun_2023_Test_boredom_Exploring_a_neglected_emotion.pdf | |
License: CC BY 3.0 | |
File access level: Open |
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