Test boredom correlates negatively with math grades but not with the math test score in Study 1¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Trait and state test boredom show significant negative correlations with math grades, while no significant relations with the math test score were found. → Goetz 2023

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 · i? · associational · r2

Study 1 latent correlations with achievement outcomes (math test score and inverted midterm grades) in 208 8th graders. The article reports "negative correlations with math grades" for both trait and state boredom; the null test-score relation had no printed effect size, and equivalence was not tested.

"No significant relations between boredom and the score in the math test were found. However, both for the trait and state assessments, the overall boredom score showed negative correlations with math grades."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes

Related Claims¶

• 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
• Within-person deviations of enjoyment and pride correlate positively with grade deviations (r = .12 to .55), and negative-emotion deviations correlate negatively (r = −.17 to −.44) — related
• Emotions measured early in the semester longitudinally predict cumulative grades and exam scores, with negative deactivating emotions (hopelessness, boredom) showing stronger coefficients than activating negative emotions — related
• Enjoyment correlates positively (r = .31), and boredom, mathematics anxiety and test anxiety negatively (r = −.23 to −.28), with mathematics achievement — related
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — a broader claim this one bears on
• 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