Can Gender Differences in Academic Boredom Development Be Explained by Assumptions of Control-Value Theory?

• In Event: Researching Gendered Learning, STEM, and Equity Across Systems

Abstract

This longitudinal study (N = 1,428; grades 5-8; 761 male, 667 female) examines gender differences in academic boredom development in mathematics and German over four waves of measurement. Analyses were embedded in a latent growth curve modeling approach. We found boys to experience higher intensity of boredom in mathematics and German, along with increased boredom due to underchallenge in mathematics and boredom due to overchallenge in German. Girls experienced more boredom due to overchallenge in mathematics and showed higher growth rates for boredom due to overchallenge in mathematics and boredom due to underchallenge in German. Appraisal mediations proposed by control-value theory (Pekrun, 2006, 2019) did not fully account for gender effects on boredom development. Implications for scholarly practice are discussed.

Authors

• Markus Daniel Feuchter, University of Trier

• Franzis Preckel, University of Trier