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Boredom has shown to associate with undesirable effects, but little is known about how international students differ from Canadian students in boredom coping. The purposes of this study are to validate Boredom Coping Scale and evaluate students' differences in boredom coping styles based on 408 Canadian and 104 international students. The confirmatory factor analysis showed that the factor structure, loadings, and covariances were invariant across the two samples. In the latent profile analysis, the Canadian students were classified into three groups who used different combination of coping strategies: Reappraisers, Thinkers, and Criticizers, whereas the international students were grouped into two new categories: Persistent Students and Behaviourists. While Reappraisers and Criticizers are consistent with previous findings, Thinkers, who preferred coping with boredom cognitively through either approach or avoidance, is the new profile. Our results partly supported previous findings and showed that international students were different from Canadian students in boredom coping., Author(s): Chun Ho But [sup.1] , Johnson Ching-Hong Li [sup.1] , Virginia M. C. Tze [sup.2] Author Affiliations: (1) grid.21613.37, 0000 0004 1936 9609, Department of Psychology, University of Manitoba, [...]

Acquiring strong math skills is essential in science, technology, engineering and mathematics (STEM) education. One important element to foster strong math skills is that students enjoy learning math early on during elementary school years. The control-value theory of achievement emotions (Pekrun, 2006 (See CR49)) has been widely used to examine how specific emotions mediate the relationship between cognitive appraisals (i.e., perceived control and value) and math achievement (e.g., Putwain et al., 2018a (See CR60)). However, there has not been a comprehensive study examining the mediating roles of the two commonly experienced emotions-enjoyment and boredom-on international math performance. In this study, Trends in International Mathematics and Science Study (TIMSS) 2015 data is used to evaluate how enjoyment and boredom mediate the influence of cognitive appraisals on math performance in 53 education systems. Specifically, boredom significantly mediates the paths in 25 systems (47%). In general, enjoyment negatively mediates the paths which was an unexpected finding; however, 21 out of the 53 systems (40%) yield expected positive results. Our results therefore advance our understanding regarding how enjoyment and boredom relate to math success. In particular, when the mediating effects are contradictory to our hypothesis (e.g., in Korea and Turkey), these unexpected findings may indicate a cultural difference on what emotions are important to be felt in relation to academic success., Author(s): Virginia M. C. Tze [sup.1] , Johnson C.-H. Li [sup.2] , Patti C. Parker [sup.3] Author Affiliations: (1) grid.21613.37, 0000 0004 1936 9609, Department of Educational Administration, Foundations, and [...]

This study used latent transition analysis (LTA) to examine stability and change in the emotion profiles of university students during a two-semester course. Three positive emotions (i.e., hope, pride, and happiness) and five negative emotions (i.e., guilt, helplessness, anger, shame, and regret) derived from Weiner's attribution theory of emotion (1985, 2007, 2018a, 2018b) were used to identify the emotion profiles of university students at the beginning (Time 1) and end (Time 2) of a two-semester course. We also examined changes in emotion profile memberships over time. Results showed 81% of participants remained in their Time 1 profiles at Time 2, with the majority classified in profiles defined by stable positive emotions or mixed emotions. ANCOVAs indicated that students in the stable positive emotion profile achieved better overall course performance than those with a stable mixed profile or a stable negative emotion profile. An ascending emotion transition profile (Time 1 mixed-to-Time 2 positive) performed better than a stable mixed emotion profile. The present findings extend our current understanding of multifaceted profiles of student emotion that can change over time., Author(s): Virginia M. C. Tze [sup.1] , Lia M. Daniels [sup.2] , Jeremy M. Hamm [sup.3] , Patti C. Parker [sup.2] , Raymond P. Perry [sup.4] Author Affiliations: (1) grid.21613.37, [...]