Within-domain emotion structure only partially matches the valence–activation model: anger relates more strongly to boredom than to anxiety, and enjoyment–boredom and anger–boredom correlations are conspicuously strong¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Disattenuated within-domain correlations between boredom and anger ranged from .81 to .90, and between enjoyment and boredom from −.76 to −.91, across domains and grade levels. → Goetz 2006 q2 i? Anger appeared more strongly related to boredom than to anxiety, departing from the expected negative-activating grouping. → Goetz 2006 (2)

Evidence¶

Goetz 2006¶

Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2006). Between- and Within-Domain Relations of Students' Academic Emotions. https://psycnet.apa.org/journals/edu

q2 · i? · associational · r2

Latent correlations among five emotion factors per domain from SEM in both grade samples. "Conspicuously strong correlations were found between boredom and anger" (.81–.90) and between enjoyment and boredom (−.76 to −.91); the authors note these are unreliability-corrected upper-bound coefficients.

"Conspicuously strong correlations were found between boredom and anger (range /H11005.81 to .90, across domains and grade levels) and between enjoyment and boredom (range /H11005/H11002.76 to /H11002.91, across domains and grade levels)."

Goetz 2006 (2)¶

Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2006). Between- and Within-Domain Relations of Students' Academic Emotions. https://psycnet.apa.org/journals/edu

q2 · i? · associational · r2

Within-domain SEM correlations across four domains and two grade levels. The article reports "anger seemed to be more strongly related to boredom than to anxiety," contradicting the expected clustering of the two negative-activating emotions.

"However, in the present results, anger seemed to be more strongly related to boredom than to anxiety."

Discussion¶

Related Claims¶

• Academic emotions show weak between-domain relations: the same emotion in different school subjects is only weakly correlated, even for similar domains — related
• Positive academic emotions correlate positively with interest, effort, flexible learning strategies, and perceived self-regulation, while boredom and hopelessness correlate negatively with all of these motivational variables — 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
• Momentary anxiety, enjoyment, and boredom are strongly coupled within persons, including an unexpected positive enjoyment–boredom coupling — reports the opposite