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. 2021 Sep 16;12:712441. doi: 10.3389/fpsyg.2021.712441

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Copyright © 2021 Cui, Chen, Wang, Zhang, Zhang and Hu.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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Longitudinal predictive effect of PTE on classroom boredom: perceived task value as intermediary. The solid line represents statistical significance (p < 0.05) and the dashed line represents statistical significance (p > 0.05).