Students report statistically significant levels of boredom during mathematics tests, for both trait and state measures¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Trait and state test boredom means were significantly above the scale floor, with effect sizes d = 0.61 to 1.04. → 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 · i2 · associational · r2

Study 1, one-sample t-tests and latent-mean CFA tests against the scale floor of 1 in a sample of 208 8th graders. Trait test boredom effect sizes were "0.61 for the single item" and 0.89 for the overall scale; state effect sizes ranged from d = 0.65 to 1.04, all Bonferroni-adjusted ps < .001.

"Effect sizes were 0.61 for the single item (Cohen’s d for one-sample t-tests; Cohen, 1988, p. 46) and 0.89 (latent d; Hancock, 2001) for the overall score of the scale (Table 2)."

Discussion¶

Related Claims¶

• Self-reported trait emotions were rated significantly higher than aggregated states for some emotions and timepoints (anger, pride, shame, boredom), but the memory-experience gap did not hold uniformly and anxiety showed the reverse descriptive pattern — related
• Aggregated state emotions converge substantially but imperfectly with self-reported trait emotions, with averaged correlations ranging from r = 0.391 (shame) to r = 0.608 (boredom) — related
• Test boredom relates positively to over- and underchallenge and negatively to intrinsic and extrinsic value — related