Abstract
BackgroundBoredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students’ reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56% females) randomly selected 9th grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study.ResultsData collected from students’ self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (β = − .10, p < .05) and task value (β = − .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (β = − .34, p < .001).ConclusionThese findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students’ beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper.
Highlights
The advancement in Science, Technology, Engineering and Mathematics (STEM) through science education is key for socio-economic expansion within developing countries
Perceived teacher autonomy support was positively correlated to both task value and selfefficacy and negatively associated with boredom during physics learning
There was a positive correlation between self-efficacy and task value, both of which were negatively correlated with boredom during physics learning
Summary
The advancement in Science, Technology, Engineering and Mathematics (STEM) through science education is key for socio-economic expansion within developing countries. The few known studies on gender differences in teacher autonomy support, cognitive appraisals (i.e. self-efficacy and task value) and boredom in physics learning in addition to being based on studies in a few developed countries, present mixed findings with some studies finding differences, that favour the males and others finding no differences at all (Limprecht, Janko, & GlaserZikuda, 2013; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011; Piko & Pinczes, 2015; Sierens et al, 2010; Tucker et al, 2002; Vansteenkiste et al, 2012). Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students’ reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics.
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