Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class
Instructional teaching quality facilitates learning and promotes affective, motiva-tional, behavioral and cognitive development of students. It was analyzed the role that instructional teaching quality, task value, self-efficacy and boredom on attention in class have. Argentinian university students...
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| Autores principales: | , |
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| Lenguaje: | English |
| Publicado: |
Universidad de Chile. Facultad de Ciencias Sociales. Departamento de Psicología
2016
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| Materias: | |
| Acceso en línea: | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0719-05812016000200011 |
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| Sumario: | Instructional teaching quality facilitates learning and promotes affective, motiva-tional, behavioral and cognitive development of students. It was analyzed the role that instructional teaching quality, task value, self-efficacy and boredom on attention in class have. Argentinian university students (N = 454, 84% women) completed self-reports that measured the variables under study. The path analysis showed that only one of the four models analyzed showed a good fit to the data and explained 54% of attention in class variance. It was found that instructional teaching quality predicts task value, academic self-efficacy and boredom in class; task value and academic self-efficacy affect boredom and attention in class, while academic self-efficacy influences on task value; and boredom is the strongest predictor of attention in class. Instructional teaching quality, task value and academic self-efficacy added indirect effects on boredom and attention in class. In this way teacher’s behavior and student motivation are fundamental in reducing boredom and increasing attention in class. |
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