A single boredom item correlated strongly with the full TBS-S scale in both the easy and difficult test parts¶

Claim · All claims
Evidence · 1 study · associational r? · q2 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The part-whole-corrected item-total correlation of the single boredom item was r = .78 in the easy condition and r = .76 in the difficult condition. → Test Boredom While Working on Difficult Versus Easy Tasks: Online Supplementary Materials 2022

Evidence¶

Test Boredom While Working on Difficult Versus Easy Tasks: Online Supplementary Materials 2022¶

Test Boredom While Working on Difficult Versus Easy Tasks: Online Supplementary Materials. (2022). https://www.google.com/search?q=%22Test+Boredom+While+Working+on+Difficult+Versus+Easy+Tasks%22

q2 · i3 · associational · r?

Table S2b (Study 1) reports zero-order correlations between a single boredom item and all other scale items, with N = 204-208 (pairwise deletion); all coefficients were statistically significant at p < .05. The printed effect sizes for the part-whole-corrected item-total correlation were r = .78 in the easy condition and r = .76 in the difficult condition, i.e. "rj(t-j) =.78 in the easy condition and rj(t-j) =.76 in the difficult condition."

"The correlation of the single item with the total score excluding that item (i.e., the part-whole-corrected item–total correlation) is rj(t-j) =.78 in the easy condition and rj(t-j) =.76 in the difficult condition."

Discussion¶

Related Claims¶

• Measurement noninvariance across over- versus underchallenged situations showed small dMACS effect sizes for the two non-reference boredom items — 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
• Abundance hypothesis: state test boredom relates negatively to performance on the difficult test part but not the easy part — related
• Test boredom relates positively to over- and underchallenge and negatively to intrinsic and extrinsic value — related
• Test boredom correlates negatively with math grades but not with the math test score in Study 1 — related