Stability of the Mitigating Effect of Students’ Perceived Teacher Enthusiasm on Class-related Boredom: Moderating Role of Boredom Proneness and Perceived Task Difficulty

International Journal of Environmental Research and Public Health

Jing Wang¹  Xia Zhang²  Guanyu Cui³  Guangli Cui⁴  Chen Wang⁵  Yunjun Hu⁶ 

[1] Department of Education, Xinzhou Teachers University, Xinzhou 034000, China;Department of Nursing, Henan Medical College, Zhengzhou 451191, China;Department of Psychology, School of Education, Wenzhou University, Wenzhou 325035, China;Education Science College, Xuchang University, Xuchang 461000, China;Faculty of Psychology, Beijing Normal University, Beijing 100875, China;Oujiang College, Wenzhou University, Wenzhou 325035, China;

关键词: perceived teacher enthusiasm;    class-related boredom;    perceived task difficulty;    stability;    moderating role;   

DOI  :  10.3390/ijerph17082645

来源: DOAJ

【 摘 要 】

The aim of the current study was to explore the stability of the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom and the moderating role of boredom proneness and perceived task difficulty in such effect. A total of 984 students from five universities in China participated in the study. Questionnaires on class-related boredom, perceived teacher enthusiasm, boredom proneness, and perceived task difficulty were used to measure the respective variables. Results showed that boredom proneness and perceived task difficulty significantly moderated the relationship between perceived teacher enthusiasm and class-related boredom. Moreover, when considering perceived task difficulty, boredom proneness became silent in the moderating path between perceived teacher enthusiasm and class-related boredom. Even so, the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom was stable in students with different levels of boredom proneness and perceived task difficulty. The implications for learning and teaching are discussed.

【 授权许可】

Unknown