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:	Sánchez-Rosas,Javier, Esquivel,Silvana
Lenguaje:	English
Publicado:	Universidad de Chile. Facultad de Ciencias Sociales. Departamento de Psicología 2016
Materias:	instructional teaching quality teacher behavior boredom attention in class task value
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0719-05812016000200011
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spelling	oai:scielo:S0719-058120160002000112017-03-17Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in ClassSánchez-Rosas,JavierEsquivel,Silvana instructional teaching quality teacher behavior boredom attention in class task value 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.info:eu-repo/semantics/openAccessUniversidad de Chile. Facultad de Ciencias Sociales. Departamento de PsicologíaRevista de psicología (Santiago) v.25 n.2 20162016-01-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0719-05812016000200011en
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	instructional teaching quality teacher behavior boredom attention in class task value
spellingShingle	instructional teaching quality teacher behavior boredom attention in class task value Sánchez-Rosas,Javier Esquivel,Silvana Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class
description	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.
author	Sánchez-Rosas,Javier Esquivel,Silvana
author_facet	Sánchez-Rosas,Javier Esquivel,Silvana
author_sort	Sánchez-Rosas,Javier
title	Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class
title_short	Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class
title_full	Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class
title_fullStr	Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class
title_full_unstemmed	Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class
title_sort	instructional teaching quality, task value, self-efficacy, and boredom: a model of attention in class
publisher	Universidad de Chile. Facultad de Ciencias Sociales. Departamento de Psicología
publishDate	2016
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0719-05812016000200011
work_keys_str_mv	AT sanchezrosasjavier instructionalteachingqualitytaskvalueselfefficacyandboredomamodelofattentioninclass AT esquivelsilvana instructionalteachingqualitytaskvalueselfefficacyandboredomamodelofattentioninclass
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Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class

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