Cui Guanyu, Yao Meilin, Zhang Xia
Institute of Developmental Psychology, School of Psychology, Beijing Normal UniversityBeijing, China; Department of Psychology, Henan Medical UniversityZhengzhou, China.
Institute of Developmental Psychology, School of Psychology, Beijing Normal University Beijing, China.
Front Psychol. 2017 Mar 17;8:400. doi: 10.3389/fpsyg.2017.00400. eCollection 2017.
Class-related boredom is commonly experienced by students and it has an impact on their learning engagement and achievements. Previous research has found that perceived teacher enthusiasm might contribute to reducing students' class-related boredom. However, the mechanism through which perceived teacher enthusiasm affects class-related boredom remains unexplored. The purpose of the present study was to investigate the mediating role of perceived autonomy support and task value in the relationship between teacher enthusiasm and class-related boredom. College students ( = 734) completed questionnaires on perceived teacher enthusiasm, boredom proneness, perceived task difficulty, perceived autonomy support, perceived task value, and class-related boredom. Results showed that after controlling for the effects of demographic variables, boredom proneness, and perceived task difficulty, both perceived autonomy support and task value fully mediated the relationship between perceived teacher enthusiasm and class-related boredom. These findings suggest that students who perceive more teacher enthusiasm might perceive more autonomy support and task value, which in turn reduce the students' class-related boredom. Limitations in the present study have also been discussed.
学生们普遍会经历与课堂相关的无聊，这会对他们的学习参与度和成绩产生影响。先前的研究发现，教师的热情可能有助于减少学生与课堂相关的无聊感。然而，教师热情影响与课堂相关无聊感的机制仍未得到探索。本研究的目的是调查感知到的自主支持和任务价值在教师热情与与课堂相关无聊感之间关系中的中介作用。大学生（(n = 734)）完成了关于教师热情感知、无聊倾向、任务难度感知、自主支持感知、任务价值感知以及与课堂相关无聊感的问卷。结果表明，在控制了人口统计学变量、无聊倾向和任务难度感知的影响后，自主支持感知和任务价值感知都完全中介了教师热情感知与与课堂相关无聊感之间的关系。这些发现表明，认为教师更热情的学生可能会感知到更多的自主支持和任务价值，进而减少学生与课堂相关的无聊感。本研究的局限性也已进行了讨论。
