Boredom due to being over- or under-challenged in mathematics : A latent profile analysis
Journal article
Schwartze, Manuel M., Frenzel, Anne, Goetz, Thomas, Lohbeck, Annette, Bednorz, David, Kleine, Michael and Pekrun, Reinhard Herrmann. (2024). Boredom due to being over- or under-challenged in mathematics : A latent profile analysis. British Journal of Educational Psychology. 94(3), pp. 957-958. https://doi.org/10.1111/bjep.12695
Authors | Schwartze, Manuel M., Frenzel, Anne, Goetz, Thomas, Lohbeck, Annette, Bednorz, David, Kleine, Michael and Pekrun, Reinhard Herrmann |
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Abstract | Background: Recent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students. Aims: This research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking. Sample: We employed a sample of 1.407 students (fifth to ninth graders) from all three secondary school tracks (lower, middle and upper) in Bavaria (Germany). Methods: Boredom was assessed via self-report and achievement via a standardized mathematics test. We used latent profile analysis to identify groups characterized by different levels of boredom and achievement, and we additionally examined gender and school track as group membership predictors. Results: Results revealed four distinct groups, of which two showed considerably high boredom. One was coupled with low achievement on the test (i.e. ‘over-challenged group’, 13% of the total sample), and one was coupled with high achievement (i.e. ‘under-challenged group’, 21%). Furthermore, we found a low boredom and high achievement (i.e. ‘well-off group’, 27%) and a relatively low boredom low achievement group (i.e. ‘indifferent group’, 39%). Girls were overrepresented in the over-challenged group, and students from the upper school track were underrepresented in the under-challenged group. Conclusion: Our research emphasizes the need to openly discuss and further investigate boredom due to being over- and under-challenged. |
Keywords | achievement emotions; boredom; mathematics achievement |
Year | 01 Jan 2024 |
Journal | British Journal of Educational Psychology |
Journal citation | 94 (3), pp. 957-958 |
Publisher | John Wiley & Sons, Inc. (US) |
ISSN | 0007-0998 |
Digital Object Identifier (DOI) | https://doi.org/10.1111/bjep.12695 |
Web address (URL) | https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12695 |
Open access | Open access |
Research or scholarly | Research |
Page range | 957-958 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 09 Jun 2024 |
Publication process dates | |
Accepted | 16 May 2024 |
Deposited | 01 Oct 2024 |
Additional information | © 2024 The Author(s). British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society |
This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. | |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/90yvz/boredom-due-to-being-over-or-under-challenged-in-mathematics-a-latent-profile-analysis
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Publisher's version
OA_Pekrun_2024_Boredom_due_to_being_over_or.pdf | |
License: CC BY 4.0 | |
File access level: Open |
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