Mathematics enjoyment decreases and boredom increases from first to third grade, while mean enjoyment stays fairly high and boredom low¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2023 · 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? Latent growth curve modeling over four time points showed a significant overall decrease in mathematics enjoyment and a significant increase in mathematics boredom across grades 1–3. → Rawlings 2023
Evidence¶
Rawlings 2023¶
Rawlings, A. M., Niemivirta, M., Korhonen, J., Lindskog, M., Tuominen, H., & Mononen, R. (2023). Achievement emotions and arithmetic fluency – Development and parallel processes during the early school years. Preprint Version 3, Accepted for publication, 27 March 2023. https://doi.org/10.1016/j.learninstruc.2023.101776
q3 · i? · associational · r2
Univariate latent growth curve models fitted to four waves of AEQ-ES emotion data from 232 Norwegian students in grades 1–3. The article reports "a significant overall decrease (M = -.15, p < .01) of mathematics enjoyment" and an increase in boredom; no effect size is printed.
"The results of the univariate LGCM (see, Table 2) revealed a significant overall decrease (M = -.15, p < .01) of mathematics enjoyment and increase (M = .07, p = .01) in mathematics boredom"
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
Related Claims¶
- Latent boredom means increased and latent interest means declined from grade 5 to grade 8 in both domains — 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
- Mathematics anxiety remains low and does not change significantly during the first three school years — related
- Interest is substantially more stable over time than boredom, whose autoregressive paths are low and decline — related
- Boredom and academic interest fit two separate correlated factors better than one common factor in mathematics and German at every wave — related
- During the course, curiosity, enjoyment, confusion and anxiety decreased over time, boredom increased, and surprise and frustration remained stationary. — related
- Only the initial level and rate of change in arithmetic fluency predict third-grade mathematics performance; achievement emotions do not — related
- Students' enjoyment of mathematics classes decreased significantly but very slightly from Grade 7 to Grade 8 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
enjoyment-decreases-boredom-increases-grades-1-3 |
title |
Mathematics enjoyment decreases and boredom increases from first to third grade, while mean enjoyment stays fairly high and boredom low |
description |
Mathematics enjoyment decreases and boredom increases from first to third grade, while mean enjoyment stays fairly high and boredom low |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rawlings-2023 |
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