Test Boredom: Exploring a Neglected Emotion

Autor/inn/en	Goetz, Thomas; Bieleke, Maik; Yanagida, Takuya; Krannich, Maike; Roos, Anna-Lena; Frenzel, Anne C.; Lipnevich, Anastasiya A.; Pekrun, Reinhard
Titel	Test Boredom: Exploring a Neglected Emotion
Quelle	In: Journal of Educational Psychology, 115 (2023) 7, S.911-931 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goetz, Thomas) ORCID (Bieleke, Maik) ORCID (Yanagida, Takuya) ORCID (Krannich, Maike) ORCID (Roos, Anna-Lena) ORCID (Frenzel, Anne C.) ORCID (Lipnevich, Anastasiya A.) ORCID (Pekrun, Reinhard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000807
Schlagwörter	Psychological Patterns; Attention Control; Academic Achievement; Difficulty Level; Elementary School Students; Secondary School Students; Foreign Countries; Standardized Tests; Germany + Suchen Sie Ihr Suchwort? Aufmerksamkeitstest; Schulleistung; Schwierigkeitsgrad; Sekundarschüler; Ausland; Standadised tests; Standardisierter Test; Deutschland
Abstract	The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined. Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing ("test boredom"; Hypothesis 1) and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals; Hypothesis 2) and outcomes (performance; Hypothesis 3). We further hypothesized that test boredom was more detrimental when students felt overchallenged during the test than when they felt underchallenged ("abundance hypothesis"; Hypothesis 4). We tested these hypotheses in two studies (Study 1: N = 208 eighth graders; 54% female; Study 2: N = 1,612 fifth to 10th graders, 47% female) using both trait and state measures of test boredom in mathematics and their proposed antecedents and outcomes. In support of Hypothesis 1, participants reported statistically significant levels of boredom during tests. Furthermore, the relations of test boredom with its control and value antecedents (i.e., being over- or underchallenged, facets of value) were in line with our assumptions (Hypothesis 2). In support of Hypothesis 3, test boredom was significantly negatively related to academic achievement (grades). In line with Hypothesis 4, test scores were negatively related to boredom due to being overchallenged but unrelated, or even positively related, to boredom due to being underchallenged. Directions for future research on test boredom as well as practical implications are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01