{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T06:04:15Z","timestamp":1790229855930,"version":"4.1.0"},"reference-count":51,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,8,19]],"date-time":"2026-08-19T00:00:00Z","timestamp":1787097600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,8,19]],"date-time":"2026-08-19T00:00:00Z","timestamp":1787097600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100005416","name":"Norges Forskningsr\u00e5d","doi-asserted-by":"publisher","award":["301033"],"award-info":[{"award-number":["301033"]}],"id":[{"id":"10.13039\/501100005416","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["bpspsychub.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J of Edu Psychol"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Numerous studies have demonstrated the importance of academic emotions for learning, with boredom attracting significant attention due to its frequent occurrence in school life and the increasing evidence of its negative effects on academic results and motivation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>Building on Schwartze et\u00a0al. (2024), this study examined whether boredom\u2010achievement profiles identified among secondary school students could be replicated among primary school pupils across four educational systems.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample<\/jats:title>\n                    <jats:p>Data included 3231 pupils from Finland, Norway, Portugal and Serbia who attended Year 4 in spring 2022 and were assessed again in spring 2023 while in Year 5.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>We tested models for Years 4 and 5 with one to seven latent classes based on standardized scores for homework\u2010related boredom, in\u2010class boredom and mathematics achievement. Latent transition analysis (LTA) examined the consistency of profiles over time and the influence of educational systems as covariates.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Five boredom\u2010achievement profiles were identified across both waves, largely replicating patterns reported in the previous study (Well\u2010off, Indifferent, Overchallenged and Underchallenged groups) while revealing one additional profile characterized by moderate boredom and lower achievement (mid\u2010boredom overchallenged). LTA analysis confirmed overall profile stability from Year 4 to Year 5. Although profiles were largely stable across countries, transition probabilities varied across educational systems, particularly for pupils in the Well\u2010off profile.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The findings suggest that boredom\u2010achievement profiles are relatively stable during primary school, while cross\u2010national differences highlight the role of learning conditions in shaping pupils' emotional trajectories in mathematics.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.70117","type":"journal-article","created":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T06:01:49Z","timestamp":1787205709000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Exploring the trajectories of boredom: Revisiting overchallenged and underchallenged profiles in primary school mathematics"],"prefix":"10.1111","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1427-6254","authenticated-orcid":false,"given":"Jelena","family":"Radi\u0161i\u0107","sequence":"first","affiliation":[{"name":"Department of Teacher Education and School Research, Faculty of Educational Sciences University of Oslo  Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4236-6572","authenticated-orcid":false,"given":"Barbara","family":"Bla\u017eanin","sequence":"additional","affiliation":[{"name":"Department of Pedagogical, Sociological and Psychological Studies, Faculty of Special Education and Rehabilitation University of Belgrade  Belgrade Serbia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7193-2284","authenticated-orcid":false,"given":"Francisco","family":"Peixoto","sequence":"additional","affiliation":[{"name":"ISPA \u2013 Instituto Universit\u00e1rio Interdisciplinary Research Center in Education (EDUNOVA.ISPA)  Lisbon Portugal"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3604-270X","authenticated-orcid":false,"given":"Ksenija","family":"Krsti\u0107","sequence":"additional","affiliation":[{"name":"Department of Psychology, Faculty of Philosophy University of Belgrade  Belgrade Serbia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7965-7659","authenticated-orcid":false,"given":"Aleksandar","family":"Baucal","sequence":"additional","affiliation":[{"name":"Department of Psychology, Faculty of Philosophy University of Belgrade  Belgrade Serbia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2117-9014","authenticated-orcid":false,"given":"Katarina","family":"Mi\u0107i\u0107","sequence":"additional","affiliation":[{"name":"Department of Psychology, Faculty of Philosophy University of Belgrade  Belgrade Serbia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3881-8134","authenticated-orcid":false,"given":"Anu","family":"Laine","sequence":"additional","affiliation":[{"name":"Department of Education, Faculty of Educational Sciences University of Helsinki  Helsinki Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,8,19]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0030160"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/10705511.2014.915181"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10648\u2010020\u201009585\u20103"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0016096"},{"key":"e_1_2_12_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10649\u2010022\u201010179\u20109"},{"key":"e_1_2_12_7_1","unstructured":"European Commission EACEA & Eurydice. 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