The high-boredom (HghLBO) profile deviates from the linear control–emotion trend, showing elevated boredom and reduced enjoyment relative to its academic-control level¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Whereas ASC profiles and natural groupings follow the expected linear pattern of decreasing boredom and increasing enjoyment with higher control, the HghLBO profile departs from this trend. → Dirk Tempelaar · Alexandra Niculescu 2026

Evidence¶

Dirk Tempelaar · Alexandra Niculescu 2026¶

Dirk Tempelaar · Alexandra Niculescu. (2026). Testing the Relative Universalism of Psychological Theories: A Person-Centered Analysis of Control-Value Theory. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10155-2

q2 · i? · associational · r2

Figure-based comparison of class means for the four emotions against Academic Control across the five-class solution (Fig. 4). The article reports the HghLBO profile "exhibiting elevated Boredom and reduced Enjoyment" relative to its control level, while other profiles follow the expected linear pattern.

"the HghLBO profile deviates from this trend, exhibiting elevated Boredom and reduced Enjoyment relative to what would be expected based on its level of Academic Control. These deviations are clearly visible in Fig. 4."

Discussion¶

Related Claims¶

• In the HghLBO profile, boredom and enjoyment lose nearly all predictive power for persistence, though they predict persistence in full-sample and multigroup analyses — related
• Latent profile analysis of four learning-related achievement emotions yields a five-class solution: four academic-control gradient profiles plus a distinct high-boredom profile — a broader claim this one bears on
• Nonlinear CVT extensions show cubic control terms with negative coefficients for negative emotions in the full sample, but the coefficient's sign differs across latent profiles — related
• Including control and value variables substantially reduced the effects of student- and class-level achievement on enjoyment, consistent with control-value theory — related