共查询到20条相似文献，搜索用时 31 毫秒
1.
Limited research has examined the mediational role of coping strategy in students’ motivation and procrastination. In this study, we examined the relationships among self-efficacy, achievement goals, boredom coping strategies and procrastination with 506 Chinese college students. Data were collected via questionnaires. Structural equation modelling results showed that both self-efficacy and approach goals significantly predicted approach-oriented coping strategies, and avoidance goals significantly predicted avoidance-oriented coping strategies. Among the different types of boredom coping strategies, only behavioural avoidance coping strategy significantly predicted procrastination. Hence, the mediating link was only found between avoidance goals, behavioural avoidance coping strategy and procrastination. Implications of the mediating role of behavioural avoidance coping strategy in the goal-procrastination relationship were further discussed. 相似文献
2.
Altay Eren 《Teaching Education》2013,24(3):302-326
This study examined the mediating roles of prospective teachers’ boredom coping strategies (i.e. cognitive-approach, behavioral-approach, cognitive-avoidance, and behavioral-avoidance strategies) in the relationships between their perceptions of instrumentality and four aspects of engagement (i.e. agentic engagement, behavioral, engagement, emotional engagement, and cognitive engagement). A total of 521 prospective teachers participated voluntarily in the study. In addition to the latent factor and observed factor correlation analyses, a series of structural equation modeling analyses were conducted in order to examine the mediating roles of boredom coping strategies. The results demonstrated that perceived instrumentality, boredom coping strategies with the exception of cognitive-avoidance orientation, and four aspects of engagement were significantly related to each other. The results also showed that the relationships between perceived instrumentality and agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement were slightly, but significantly mediated by cognitive-approach orientation. Implications for teacher education and directions for future studies were also discussed in the present study. 相似文献
3.
The present study explored students’ use of boredom-related coping strategies at trait and state levels. Two trait-based dimensions of coping relevant to boredom were considered, namely approach - versus avoidance-oriented and cognitively - versus behaviorally-oriented coping strategies. The two dimensions were assessed in a self-report questionnaire administered to 537 grade 11 students (55.3% female, Mage = 17.15 years). Additionally, 79 of these participants completed state-based boredom-related coping measures over a 2-week period using an experience sampling method. Analyses of the trait measures suggested that two contrasting, broad approaches characterized participants’ strategies for coping with boredom, namely a cognitive-approach orientation and a behavioral-avoidance orientation. In both the trait- and state-based analyses, the cognitive-approach orientation was associated with lower levels of boredom. Implications for interventions promoting the use of cognitive-approach strategies for dealing with boredom in the classroom are discussed. 相似文献
4.
We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their epistemic emotions and learning strategies used to learn the content, and were given an inference verification test to measure learning. Study 2 used the same procedure but added a think aloud protocol to capture self-regulatory processes and emotions as they occurred. Path analyses revealed that epistemic beliefs served as important antecedents to the epistemic emotions students experienced during learning. Students who believed that the justification of knowledge about climate change requires critical evaluation of multiple sources experienced higher levels of enjoyment and curiosity, and lower levels of boredom when confronted with conflicting information. A belief in the complexity of this knowledge was related to lower levels of confusion, anxiety, and boredom. A belief in the uncertainty of this knowledge predicted lower levels of anxiety and frustration, and a belief in the active construction of knowledge predicted lower levels of confusion. Epistemic emotions predicted the types of learning strategies students used to learn the content and mediated relations between epistemic beliefs and learning strategies. Learning strategies predicted learning outcomes and mediated relations between epistemic emotions and learning outcomes. Implications for research on epistemic beliefs, epistemic emotions, and students' self-regulated learning are discussed. 相似文献
5.
Student boredom within the school system has been widely studied and shown to be linked to various negative consequences such as diminished academic achievement, school dissatisfaction and truancy. However, little attention has been given to the issue of boredom within higher education and the current study aims to redress this balance. Two hundred and eleven university students completed questionnaires aimed at assessing contributors, moderators and consequences of their boredom. Results reveal that 59% of students find their lectures boring half the time and 30% find most or all of their lectures to be boring. The consequences of being bored included students missing future lectures and there was also a significant association between level of boredom and grade point average. The most important teaching factor contributing to student boredom is the use of PowerPoint slides, whilst the personality trait Boredom Proneness was the most important factor moderating the experience of boredom. Implications for future research and for teaching staff are outlined. 相似文献
6.
The impact of academic boredom on learning and achievement has received increasing attention in the literature; however, the questions of how academic boredom changes over time and how the change relates to antecedents of boredom and student engagement during a course of study remain unexplored. Therefore, the purposes of this study were to: (a) examine the patterns of change in two types of academic boredom (i.e., learning-related and class-related) and in four types of student engagement (i.e., vigor, absorption, dedication, and effort regulation); (b) to examine how the trajectories of boredom and student engagement relate to one another; and (c) to investigate the relationship between perceived autonomy support and the pattern of change in boredom, in a sample of 144 university students. Results of latent growth curve analysis showed that learning-related boredom, vigor, and absorption remained relatively stable over time, whereas both class-related boredom and effort regulation showed a linear change, a pattern of increase and a trend of decrease, respectively. Interestingly, students’ dedication decreased at the beginning and increased when approaching the end of the course. Our results also revealed the fact that changes in boredom in class were linked with changes in both effort regulation and dedication, and the inverse association between perceived autonomy support and class-related boredom experience. 相似文献
7.
John G. Sharp Brian Hemmings Russell Kay Barbara Murphy Sam Elliott 《Journal of Further & Higher Education》2017,41(5):657-677
Academic boredom usually contributes adversely towards student engagement and performance across a diverse range of settings including universities. The formal study of academic boredom in higher education remains, however, a relatively underdeveloped field and one surprisingly neglected in the UK. Rooted in Control-Value Theory, details of a mixed-methods exploration of academic boredom among 235 final year undergraduates attending a single university in England are presented. Quantitative data included measurement using the BPS-UKHE, a revised boredom proneness scale developed for use across the sector. Qualitative data arose primarily from 10 research interviews. Findings indicate that about half of all respondents experienced the most common precursors of academic boredom at least occasionally; traditional lectures with a perceived excess and inappropriate use of PowerPoint stimulating the actual onset of boredom more than other interactive forms of delivery. Coping strategies included daydreaming, texting and turning to social media. Academic boredom also occurred during the completion of assignments used to assess modules. Differences between those more prone to academic boredom than others extended to self-study (fewer hours), attendance (good rather than excellent) and degree outcome (lower marks). Findings are considered valuable empirically and theoretically, leading to recommendations surrounding boredom mitigation which challenge cultural traditions and pedagogical norms. 相似文献
8.
Carolyn MacCann Gerard J. FogartyMoshe Zeidner Richard D. Roberts 《Contemporary educational psychology》2011,36(1):60-70
Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and problem-focused, emotion-focused, and avoidant coping scales. Collectively, the coping variables significantly mediated the relationship between EI and grade point average (GPA) for Emotion Perception, Emotion Facilitation of Thought and Emotion Management (but not for Emotional Understanding). Problem-focused coping was the only single significant mediator, mediating the relationship between emotion management and GPA (but not other branches and GPA). In Study 2, 293 middle school students completed the Situational Test of Emotion Management for Youths (STEM-Y) and scales measuring the same three coping strategies. In this study, the coping variables again significantly mediated the relationship between emotion management and GPA. Once again, problem-focused coping was a significant mediator. Collectively, these results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping. 相似文献
9.
研究目的在于探讨中学生自尊、应对方式与关系欺负之间的关系及应对方式在其中的中介作用。采用自尊量表、中学生应对方式量表、自我编制中学生关系欺负量表,随机抽取392名中学生进行调查研究。结果表明:1.应对方式在性别和年级上存在显著差异;自尊、关系欺负总分在年级上有显著差异。2.自尊水平、应对方式与关系欺负水平存在密切相关。3.自尊对关系欺负总分有显著的负向预测作用,应对方式在自尊与关系欺负之间起部分中介作用。 相似文献
10.
Although the educational and psychological hazards of boredom are well documented, an increasing number of researchers have argued that boredom may be a helpful, rather than harmful, emotion for the growing individual. In this paper, we engage with this re-conception of boredom and explore its implications for contemporary education: Can boredom enhance student learning, or support certain forms of it? Can it be put to use in the classroom? What are the risks involved? In addressing these questions, we show that boredom can fulfil several important psychological functions under certain special conditions. At the same time, we argue that careful attention to the moral psychology of boredom reveals that it has significant disadvantages for helping students to develop a meaningful and fulfilling relationship to subject matter in the classroom. Against the backdrop of this analysis, we discuss the concept and experience of aspiration as a potential way of tempering and eventually obviating the psychological pitfalls of boredom. In the final section, we draw out several principles of an aspirational approach to grappling with boredom in education. 相似文献
11.
本研究探讨初三学生好奇心对主观学业负担影响的内部机制。研究采用好奇心问卷、课堂满意度问卷和主观学业负担问卷,对初三学生进行问卷调查,有效被试7728人。以好奇心为自变量,主观学业负担为因变量,课堂满意度为中介变量,性别为调节变量构建有调节的中介模型。结果表明:(1)好奇心对主观学业负担的直接效应显著且通过课堂满意度对主观学业负担的间接效应显著,课堂满意度在好奇心与主观学业负担间具有部分中介作用;(2)好奇心影响主观学业负担的有调节的中介模型成立,性别可以调节"好奇心-课堂满意度-主观学业负担"的前半路径和后半路径。 相似文献
12.
We investigated boredom proneness and depression among 50 profoundly deaf residential school adolescents using the Boredom Proneness (BP) scale and a version of the Beck Depression Inventory (BDI) that has been modified for use with deaf subjects. Consistent with previous research, the deaf students had a significantly higher incidence of depression than the hearing students. In addition, the deaf students were found to be significantly more boredom prone than the hearing subjects. The results suggest that deafness not only increases a person's vulnerability to mild levels of depression, but also tends to augment one's tendency toward experiencing boredom. Implications for educational settings and areas for future research are discussed. 相似文献
13.
Gwen Noteborn Katerina Bohle Carbonell Amber Dailey-Hebert Wim Gijselaers 《The Internet and Higher Education》2012,15(3):176-183
This paper analyzed the role of emotions in a virtual world (Second Life) through students' level of enjoyment and boredom and their influence on students' achievement level. The virtual world was an educational tool used to fully immerse students in the content of the course. In addition to supporting prior research on the importance of task value on academic enjoyment, the current research provides a new perspective on the relationship between academic emotions and academic success, particularly for virtual worlds. A regression analysis was conducted to measure the relationship of task value and emotions on two types of academic performance: Individual exam scores and team scores on their Second Life assignment. Pekrun's Academic Emotions Questionnaire (AEQ) was used to measure two academic emotions: boredom and enjoyment. Both academic emotions were measured on an individual level. Results from this study show that task value was positively related to enjoyment and negatively related to boredom, yet it was unrelated to academic performance. While enjoyment had a positive relationship to exam performance, boredom also had a positive relationship to the team assignment conducted in the virtual world. The possibility that students might have answered the AEQ relating to the theoretical aspects of the course instead of the practical aspects of the Second Life Assignment, may be one possible explanation for this result. 相似文献
14.
This study reports on the development of achievement emotions and coping/emotion regulation in primary to secondary school-aged children and adolescents. Based on two longitudinal cohorts (Grades 2–5; Grades 4–7), latent growth models were used to analyze the development of achievement emotions and coping strategies separately as well as simultaneously. The results show that enjoyment decreases across grades, whereas boredom increases, with substantial changes between Grade 5 and Grade 7. Consistently, the development of enjoyment is positively associated with the development of problem-focused coping and palliative emotion regulation, whereas the development of boredom is positively associated with the development of avoidant coping and anger-related emotion regulation. Moreover, the relation between problem-focused coping and boredom, as well as between avoidant coping and enjoyment, depends on the age group. The results are discussed regarding the organization of learning environments in classes to prevent unfavorable developmental patterns of achievement emotions. 相似文献
15.
分析高中生数学焦虑的现状,探究数学焦虑对高中生数学成绩的影响,为缓解高中生数学焦虑的心理辅导提供实证依据.采用自编的《高中生数学焦虑问卷》评估了207名高中生的数学焦虑水平,运用相关分析和回归分析探究高中生数学焦虑与学业成绩的关系.结果显示：高中生数学焦虑的平均得分为2.65;高中生的数学焦虑总体得分与其数学成绩呈显著性负相关（r=-0.322,P＜0.01）;高中生数学焦虑中的课堂学习过程焦虑和应考情景焦虑对其数学成绩具有显著的预测作用. 相似文献
16.
《教育心理学家》2013,48(1):21-35
Recent research on school learning has dealt only with cognitive aspects of the student activity. However, in typical learning and performance situations, the student is expected to cope with complex social and emotional challenges. We developed a theoretical model that describes typical patterns of coping strategies that students use in school situations. The dominating tendency of some students in school situations is task orientation. Such students are oriented to interpret and fulfill the demands of learning tasks. In contrast, other students are sensitive to the threat of failure and show ego-oriented coping strategies. A third group of students relies on social-dependence coping. Orientation tendencies originate in classroom situations, but are then continuously reproduced and reinforced in similar teaching interactions. A multimethod approach was used to test this theoretical model. Longitudinal case studies have demonstrated the cumulation and reinforcement processes of coping tendencies in teaching interactions. Classroom interaction studies have provided evidence of the strong interaction between cognitive processes and socioemotional orientation. Finally, intervention studies have shown that, to improve the use of cognitive strategies, coping strategies also have to be changed. 相似文献
17.
The goal of this study was to explore different strategies for coping with boredom. A questionnaire was developed targeting two dimensions of coping, namely approach versus avoidance oriented coping and cognitive versus behavioral oriented coping. First, based on the responses of 976 students (51% female) from grades 5 to 10, the structure of the coping with boredom scales was verified by confirmatory factor analysis. In a second step, 3 different boredom-coping groups were identified by latent profile analysis. These three groups were named Reappraisers, Criticizers, and Evaders. Third, differences between these groups concerning their frequency of experiencing boredom, their academic achievement, and other emotional, motivational, and cognitive aspects of academic achievement situations were analyzed. Relative to the other 2 groups, Reappraisers preferred cognitive-approach strategies, were less frequently bored, and experienced the most positive pattern of emotional, motivational, and cognitive outcomes. Finally, methodological and educational implications and directions for future research are discussed. 相似文献
18.
使用核心自我评价量表、幽默感问卷、工作倦怠量表对4所初中和5所小学413名民办学校教师进行施测,以探讨民办初中和小学教师核心自我评价状况对工作倦怠的影响以及幽默感在其中所起的中介作用。结果表明:(一)男性民办教师的核心自我评价水平显著高于女性教师,已婚和未婚民办教师的核心自我评价水平显著高于离婚个体的核心自我评价水平。(二)民办教师的核心自我评价、幽默感与工作倦怠3个维度彼此之间都相关显著;核心自我评价和幽默感能显著预测民办教师的工作倦怠水平;幽默感在核心自我评价与成就感降低之间起着部分中介作用。 相似文献
19.
Piekarska A 《Child abuse & neglect》2000,24(11):1443-1449
OBJECTIVE: This paper presents the research study on school stress and the coping strategies children use in public schools in Poland. The main goals were to identify and investigate: (1) school stress components, its frequency and intensity, (2) its psychological and temperamental correlates and consequences, (3) students' coping strategies. METHOD: A field-correlative design was applied to test 271 students, between the ages of 13 and 14, using six questionnaires. School stressors and children's coping strategies were identified and analyzed on two separate questionnaires with open-ended questions. School stress scale investigated the frequency of stress components and the intensity of stress. Anxiety level was measured by standardized, Polish version of STAIC. Temperamental characteristics were tested by the standardized questionnaire STI-R/4. RESULTS: The most frequent stressors were teachers' abusive behaviors in the classroom teaching and assessment. Students' coping strategies, and their school results, were determined by the intensity of school stress, anxiety, and temperamental characteristic. CONCLUSIONS: This study demonstrated teachers' psychological abuse as an important component of children's school stress. An over-abundant by the abuse, stress and anxiety subjects regulate their optimal level of stimulation and activation by using survival-coping strategies, destructive for their school achievements, and well-being. 相似文献
20.
为了探讨中学生自我概念对主观幸福感的影响以及应对方式在其中所起的作用,采用田纳西自我概念量表、简易应对方式量表和主观幸福感问卷,对四川省6所中学的895名学生进行调查,得到867份有效问卷.结果表明：积极自我对主观幸福感有显著的正向影响,消极自我对主观幸福感有显著的负向影响;应对方式在自我概念对主观幸福感的影响中起着部分中介作用.结论：自我概念不仅直接影响主观幸福感,且通过应对方式间接影响主观幸福感. 相似文献