Abundance hypothesis: state test boredom relates negatively to performance on the difficult test part but not the easy part¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr?·q3·i0–i2
Currency · newest study 2023 · checked against its sources 2026-10-24 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 State boredom correlated significantly negatively with the difficult-part test score (r = -.22). → Goetz 2023
q3 i0 State boredom was not significantly related to the easy-part test score (r = .09), a negligible printed correlation. → Goetz 2023 (2)
Evidence¶
Goetz 2023¶
Goetz, T., Bieleke, M., Yanagida, T., Krannich, M., Roos, A.-L., Frenzel, A. C., Lipnevich, A. A., & Pekrun, R. (2023). Test boredom: Exploring a neglected emotion. Journal of Educational Psychology. https://osf.io/ftr4g/?view_only=beac4ca87987492294aeac4a1bb96c86
q3 · i2 · causal · r2
Study 1 part-specific correlations in 208 8th graders working an easy and a difficult test block designed to induce under- and overchallenge; manipulation checks confirmed the easy part felt less challenging. The difficult-part correlation was "significant negative correlation between state boredom and the test score" with r = -.22.
"In line with the abundance hypothesis (H4), we found a significant negative correlation between state boredom and the test score for the difficult part of the test (r = -.22)."
Goetz 2023 (2)¶
Goetz, T., Bieleke, M., Yanagida, T., Krannich, M., Roos, A.-L., Frenzel, A. C., Lipnevich, A. A., & Pekrun, R. (2023). Test boredom: Exploring a neglected emotion. Journal of Educational Psychology. https://osf.io/ftr4g/?view_only=beac4ca87987492294aeac4a1bb96c86
q3 · i0 · associational · r?
Study 1 easy-part correlation between state boredom and the easy-part test score in the same 208 8th graders. The article reports the correlation was "not significant (r = .09)", a negligible printed effect size; the two correlations had non-overlapping confidence intervals.
"In contrast, the correlation for the easy part of the test was not significant (r = .09)."
Discussion¶
Learner Variables¶
- Achievement Emotions — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Test boredom correlates negatively with math grades but not with the math test score in Study 1 — related
- Test boredom relates positively to over- and underchallenge and negatively to intrinsic and extrinsic value — related
- The experimental manipulation succeeded: most participants reported overchallenge during difficult tasks and underchallenge during easy tasks — related
- The number of manipulation trials showed little variation across participants and was deliberately not statistically controlled — related
- A single boredom item correlated strongly with the full TBS-S scale in both the easy and difficult test parts — related
- Residual covariances were specified between specific item pairs in the Study 1 measurement-invariance test of the TBS-S across difficult and easy test parts — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
abundance-hypothesis-overchallenge-boredom-performance |
title |
Abundance hypothesis: state test boredom relates negatively to performance on the difficult test part but not the easy part |
description |
Abundance hypothesis: state test boredom relates negatively to performance on the difficult test part but not the easy part |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — goetz-2023, goetz-2023-2 |
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