Abstract
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.
Highlights
Classrooms are not neutral spaces, but full of emotions; such class-related emotions are at the core of teaching and learning [1,2]
The significant intercorrelations provided a foundation for the further analysis of the moderating effects of boredom proneness and perceived task difficulty
The results of the present study showed that students’ perceived task difficulty moderated the relationship between perceived teacher enthusiasm and class-related boredom
Summary
Classrooms are not neutral spaces, but full of emotions; such class-related emotions are at the core of teaching and learning [1,2]. Class-related boredom is a negative emotion widely experienced by students, which may affect their learning process and outputs as well as health [3]. The latest research has shown that students’ perceived teacher enthusiasm negatively predicted their class-related boredom significantly, which suggests that increasing teacher enthusiasm may be an efficient way to mitigate students’ class-related boredom [4,5]. In the theories of boredom antecedents and related empirical research, individuals’ boredom proneness and perceived task difficulty were considered to be important factors influencing boredom in specific situations [6,7]. Cui et al confirmed the predicting effect of students’ perceived teacher enthusiasm on class-related boredom after controlling for the effects of boredom proneness and perceived task difficulty; neither of the studies confirmed a. Public Health 2020, 17, 2645; doi:10.3390/ijerph17082645 www.mdpi.com/journal/ijerph
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