Latent boredom means increased and latent interest means declined from grade 5 to grade 8 in both domains¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2025 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · 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 i? Estimated latent means showed boredom steadily inclining and interest declining from T1 to T4, with higher values in German than mathematics. → Katharina Luisa Boehme 2025
Evidence¶
Katharina Luisa Boehme 2025¶
Katharina Luisa Boehme, Thomas Goetz, Markus Feuchter, Franzis Preckel. (2025). Is Boredom the Opposite of Interest? A Longitudinal Reciprocal Effect Study. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09991-5
q3 · i? · associational · r2
Latent means from the combined longitudinal measurement invariance model (N = 1421). Boredom rose in German from M = 2.43 to 3.04 and in mathematics from 0.80 to 1.53; interest declined in German from 5.46 to 4.86 and in mathematics from 2.63 to 1.74. No effect size was printed for these trends.
"Our combined measurement invariance model for both domains showed tendencies for subject-specific boredom to increase, and subject-specific interest to decrease over time."
Discussion¶
Learner Variables¶
- Interest — outcome: instruction changes it
- Motivation — outcome: instruction changes it
Related Claims¶
- Interest is substantially more stable over time than boredom, whose autoregressive paths are low and decline — related
- Earlier boredom predicts positive changes in later interest from the second measurement point onward — related
- Higher earlier interest is associated with later decreases in boredom across grades 5–8, at every wave in mathematics and all but the last in German — related
- Negative boredom–interest factor correlations grew stronger over the four waves, indicating increasing divergence during secondary school — related
- Boredom and academic interest fit two separate correlated factors better than one common factor in mathematics and German at every wave — related
- Mathematics enjoyment decreases and boredom increases from first to third grade, while mean enjoyment stays fairly high and boredom low — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
boredom-increases-interest-declines-grades-5-8 |
title |
Latent boredom means increased and latent interest means declined from grade 5 to grade 8 in both domains |
description |
Latent boredom means increased and latent interest means declined from grade 5 to grade 8 in both domains |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — katharina-luisa-boehme-2025 |
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