Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom

Krannich, Maike; Goetz, Thomas; Lipnevich, Anastasiya A; Bieg, Madeleine; Roos, Anna-Lena; Becker, Eva S; Morger, Vinzenz

doi:10.1016/j.lindif.2018.10.004

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Krannich, M., Goetz, T., Lipnevich, A. A., Bieg, M., Roos, A.-L., Becker, E. S., & Morger, V. (2019). Being over- or underchallenged in class: Effects on students’ career aspirations via academic self-concept and boredom. Learning & Individual Differences, 69, 206–218. https://doi.org/10.1016/j.lindif.2018.10.004

Abstract

The current study investigated links between students' level of perceived challenge (being over- or underchallenged) and students' career aspirations. We hypothesized indirect effects of over- and underchallenge on career aspirations via academic self-concept and academic trait boredom and tested our hypotheses in a sample of N = 662 Swiss eleventh grade students in the domains of German, French, and mathematics. Our results were consistent across all three domains and showed that being overchallenged had a negative impact on academic