scholarly journals Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom in College Students: Longitudinal Mediation Effects of Perceived Task Value

2021 ◽  
Vol 12 ◽  
Author(s):  
Guan-yu Cui ◽  
Jing-yi Chen ◽  
Chen Wang ◽  
Chen Zhang ◽  
Xia Zhang ◽  
...  
Keyword(s):  
College Students ◽  
Task Difficulty ◽  
Control Variable ◽  
Value Theory ◽  
Task Value ◽  
Mediation Effects ◽  
Control Value ◽  
Longitudinal Mediation ◽  
Teacher Enthusiasm ◽  
Boredom Proneness

This study aims to explore the longitudinal mediation effects of college students’ perceived task value (PTV) between perceived teacher enthusiasm (PTE) and class-related boredom (CB). We conducted a longitudinal survey among college students from five colleges at the second (T1), sixth (T2), tenth (T3), and fourteenth week (T4) in a semester, and overall 1,371 students completed all the measurements. In the survey, a battery of questionnaires was used to measure the students’ PTE, perception of task difficulty, perception of task value, and CB. At T1, boredom proneness was measured as a control variable. Analysis of the longitudinal data showed that after controlling for the effects of boredom proneness and perceived task difficulty, students’ PTE was a significant predictor of CB, and students’ PTV played a significant mediating role in this causation relationship. The study supported the importance of the control-value theory in explaining the mitigating effect of students’ PTE on CB, especially highlighting the role of PTV.

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

2020 ◽  
Vol 17 (8) ◽  
pp. 2645 ◽  
Author(s):  
Chen Wang ◽  
Yunjun Hu ◽  
Xia Zhang ◽  
Jing Wang ◽  
Guangli Cui ◽  
...  
Keyword(s):  
Task Difficulty ◽  
Learning And Teaching ◽  
Teacher Enthusiasm ◽  
Boredom Proneness ◽  
The Stability ◽  
The Relationship ◽  
Moderating Role ◽  
Different Levels

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.

Full Longitudinal Mediation Effects between Twins' Substance Use and Delinquency

2014 ◽  
Author(s):  
A. C. Hartl ◽  
B. Laursen ◽  
F. Vitaro ◽  
M. Brendgen ◽  
M. Boivin ◽  
...  
Keyword(s):  
Substance Use ◽  
Mediation Effects ◽  
Longitudinal Mediation

scholarly journals Teaching strategies and value for STEM courses

2017 ◽  
Author(s):  
Virginia Gravina ◽  
Christopher Beswick ◽  
Kamden K Strunk
Keyword(s):  
Self Efficacy ◽  
Teaching Practices ◽  
Value Theory ◽  
Task Value ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Interest In Science ◽  
Subjective Task Value ◽  
And Mathematics ◽  
The Relationship

Expectancy-value theory has been used to investigate reasons why students have low achievement and low interest in science, technology, engineering, and mathematics (STEM) courses. The purpose of this study was to investigate the relationship between self-efficacy, perceived teaching practices, and subjective task value in gateway STEM courses. Results demonstrated that self-efficacy influenced perception of teaching practices and subjective task value, and perceived teaching practiced influenced subjective task value. Results and implications for teaching practices are discussed.

Interaction of Locus of Control, Skill vs Chance Instructions, and Task Difficulty

1977 ◽  
Vol 40 (3_suppl) ◽  
pp. 1059-1069
Author(s):  
Jerry L. Hart ◽  
J. Wesley Libb
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Task Difficulty ◽  
First Response ◽  
Dependent Variables ◽  
To Receive ◽  
And Task

Previous studies on locus of control and instructions have been interpreted to support the position of either a social learning theory or an anxiety. 144 college students were separated into locus of control categories based on scores on Rotter's I-E Scale and randomly assigned to receive skill or chance instructions and one of three anagram tasks of varying levels of difficulty. Primary dependent variables were number of correct anagrams and latency to the first response. The ratio of typical shifts to the total number of shifts in expectancy of success served as a third dependent variable. A check on the credibility of the instructions was also performed. The results of the moderate task showed that internals given chance instructions responded faster and solved more anagrams correctly than when given skill instructions. When the credibility of instructions was taken into account, significant differences between the groups were found for only those who did not believe the instructions. Assessment of credibility of instructions provided valuable clarification since disbelief of instructions may account for the results found in earlier research as well.

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