Boredom due to being over- or under-challenged in mathematics: A latent profile analysis.

Background: Recent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students.

Aims: This research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking.

Developmental trajectories of achievement emotions in mathematics during adolescence.

This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5-9; N = 3425 German adolescents; M  = 11.7, 15.

COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations.

In many countries, examinations scheduled for summer 2020 were canceled as part of measures designed to curb the spread of the COVID-19 pandemic. To examine how four retrospective emotions about canceled examinations (relief, gratitude, disappointment, and anger) and one prospective emotion (test anxiety) were related to control-value appraisals, a sample of 474 participants in the UK aged 15-19 years, who would have taken high-stakes examinations if they had not been canceled, self-reported measures of control, value, retrospective emotions and test anxiety. Data were analysed using the confirmatory factor analysis within exploratory structural equation modeling (EwC) approach.

Our individual order of things directs how we think we feel.

Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our typically experienced emotions related to these categories. To investigate this phenomenon, we used a globally accessible example, namely, the categorisation of knowledge based on school subjects.

Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement.

Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in terms of autonomy support and achievement pressure, and academic achievement is very limited.

Corrigendum: Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action.

[This corrects the article DOI: 10.3389/fpsyg.2022.

Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research.

Background And Aims: Traditionally, research in educational psychology has neglected the physiological foundations of motivation, emotion, engagement, and learning. Recent studies have made substantial progress to more fully consider physiological processes, as documented in the contributions to this special issue. In this commentary, I summarize their findings, discuss strengths and weaknesses, and outline directions for future research.

Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action.

Introduction: Across four countries (Canada, USA, UK, and Italy), we explored the effects of persuasive messages on intended and actual preventive actions related to COVID-19, and the role of emotions as a potential mechanism for explaining these effects.

Methods: One thousand seventy-eight participants first reported their level of concern and emotions about COVID-19 and then received a positive persuasive text, negative persuasive text, or no text. After reading, participants reported their emotions about the pandemic and their willingness to take preventive action.

A three-dimensional taxonomy of achievement emotions.

We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emotions (object focus), the taxonomy has a 2 × 2 × 3 structure representing 12 groups of achievement emotions. In four studies across different countries (N = 330, 235, 323, and 269 participants in Canada, the United States, Germany, and the U.

Measuring emotions in mathematics: the Achievement Emotions Questionnaire-Mathematics (AEQ-M).

Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire-Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure).

Consumed by Boredom: Food Choice Motivation and Weight Changes during the COVID-19 Pandemic.

Boredom is an established cause and correlate of eating behavior. Yet, existing work offers a scattered range of plausible motivations for why this is. We examined among 302 people representative of the adult UK population what motivations they had for selecting food during the COVID-19 pandemic and how this related to boredom.

Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions.

Peer victimization at school is a worldwide problem with profound implications for victims, bullies, and whole-school communities. Yet the 50-year quest to solve the problem has produced mostly disappointing results. A critical examination of current research reveals both pivotal limitations and potential solutions.

The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success.

Background: This study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting.

Aims: The aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety.

Sample: The study comprised 45 undergraduate engineering majors in the United States.

Boredom Makes Me Sick: Adolescents' Boredom Trajectories and Their Health-Related Quality of Life.

Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredom has adverse consequences in both work and achievement-related settings.

Excessive boredom among adolescents: A comparison between low and high achievers.

Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawing conclusions about students' behavior and personality. We, therefore, investigated if low- vs.

The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes.

Background: Appraisals of control and value are proposed as proximal antecedents of achievement emotions, which, in turn, predict achievement. Relatively few studies have investigated how control and value may interact to determine achievement emotions, or subsequent achievement mediated by emotions.

Aim: To examine whether control, value, and their interaction predicted mathematics test score directly, and indirectly, mediated by three salient achievement emotions: enjoyment, boredom, and anxiety.

Who Enjoys Teaching, and When? Between- and Within-Person Evidence on Teachers' Appraisal-Emotion Links.

Testing assumptions proposed by Frenzel's reciprocal model of teacher emotions (e.g., Frenzel, 2014), this study explored relations between teachers' appraisals concerning the attainment and importance of their teaching goals, and their emotions.

Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach.

Verifying that conceptualisations of emotions are consistent across languages and cultures is a critical precondition for meaningful cross-cultural research on emotional experience. For achievement-related emotions tied to successes or failures, such evidence is virtually non-existent. To address this gap, we compared Canadian, German, Colombian, and Chinese university students' ( = 126) perceptions of affective, cognitive, motivational, physiological, and expressive characteristics of 16 achievement-related emotions using a psycholinguistic tool for profiling emotion concepts (Achievement Emotions CoreGRID).

Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades.

Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics.

Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions.

Research has started to acknowledge the importance of emotions for complex learning and cognitive performance. However, research on epistemic emotions has only recently become more prominent. Research in educational psychology in particular has mostly focused on examining achievement emotions instead of epistemic emotions.

Surprised-curious-confused: Epistemic emotions and knowledge exploration.

Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g.

Happy fish in little ponds: Testing a reference group model of achievement and emotion.

A theoretical model linking achievement and emotions is proposed. The model posits that individual achievement promotes positive achievement emotions and reduces negative achievement emotions. In contrast, group-level achievement is thought to reduce individuals' positive emotions and increase their negative emotions.