ArticleThe British journal of educational psychology2022
Control and value appraisals and online multiple-text comprehension in primary school: The mediating role of boredom and the moderating role of word-reading fluency.
Article in The British journal of educational psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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5 citing papers in PubMed, 23 citations in OpenAlex.
- Control-value appraisals and the emergence of students' boredom: An in situ perspective within lessons.The British journal of educational psychology · 2026Article
- Anticipatory emotions and academic performance: The role of boredom in a preservice teachers' lab experience.Heliyon · 2025Article
- The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students: A Quasi-Experimental Study.International journal of environmental research and public health · 2022Article
- Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade).Social psychology of education : an international journal · 2022Article
- Boredom Intervention Training Phase I: Increasing Boredom Knowledge through a Psychoeducational Video.International journal of environmental research and public health · 2021Article
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Authors and funding
5 authors at 2 institutions in 1 country.
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Abstract
backgroundOnline multiple-text comprehension is a key skill of the 21st Century, yet the study of its relations with boredom in young students has been disregarded. Boredom is an achievement emotion expected to be predicted negatively by antecedents like control and value appraisals and to be associated to a negative performance. Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations with primary-school students in the reading domain, and specifically for online multiple-text comprehension, and to how such relations are moderated by basic cognitive abilities.
aimsConsidering separately two settings (homework, test), we studied the mediation of boredom in the relation between control-value appraisals and online multiple-text comprehension in primary-school students, focusing on the moderating role of word-reading fluency. SAMPLE: Participants were 334 fourth and fifth graders.
methodsWe evaluated students' reading-related self-efficacy and task-value, reading-related boredom for homework and tests, word-reading fluency, and online multiple-text comprehension.
resultsPath analyses revealed negative relations between control-value appraisals and boredom for homework and tests, and between boredom and online multiple-text comprehension for tests only. For the latter, word-reading fluency moderated the relation between appraisals, boredom, and comprehension: Boredom negatively related to comprehension only for students with high word-reading fluency.
conclusionsFindings are discussed focusing on antecedents of online multiple-text comprehension as a literacy skill critical in the 21st Century. We underlined their implications for learning in general and specifically for the current educational changes due to the COVID-19 pandemic.
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