Boredom begets boredom: An experience sampling study on the impact of teacher boredom on student boredom and motivation

Background Boredom is a common complaint among students. Boredom was previously found to be negatively associated with academic outcomes, such as academic motivation, strategies, and achievement. It is of interest to understand students’ in‐class boredom, especially factors that might exacerbate it....

Full description

Saved in:

Bibliographic Details
Published in:	British journal of educational psychology Vol. 90; no. S1; pp. 124 - 137
Main Authors:	Tam, Katy Y. Y., Poon, Cyanea Y. S., Hui, Victoria K. Y., Wong, Christy Y. F., Kwong, Vivian W. Y., Yuen, Gigi W. C., Chan, Christian S.
Format:	Journal Article
Language:	English
Published:	England Wiley-Blackwell 01-06-2020 British Psychological Society
Subjects:	Academic achievement academic boredom Adolescent Adult Boredom Correlation Early Adolescents Ecological Momentary Assessment Educational psychology emotional crossover experience sampling Female Humans Learning Learning Motivation Male Motivation Predictor Variables Psychological Patterns Sampling School Teachers - psychology Social Perception Student Attitudes Student Interests Student Motivation Student teacher relationship Students Students - psychology Teacher Behavior teacher boredom Teacher Influence Teachers experience sampling emotional crossover academic boredom teacher boredom learning motivation
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	Background Boredom is a common complaint among students. Boredom was previously found to be negatively associated with academic outcomes, such as academic motivation, strategies, and achievement. It is of interest to understand students’ in‐class boredom, especially factors that might exacerbate it. Aims The current study examines the influence of teacher's boredom on students’ in‐class boredom and learning experience. It aims to understand the relationship between teacher boredom, students’ perceived teacher boredom, student boredom, and student learning motivation. Sample A total of 437 students (54.8% female, MAge = 14.5 years, SD = 1.6) and 17 of their teachers (29.4% female, 76.5% 40 years old or below) participated in the study. Methods We conducted an experience sampling study, in which participants completed a 2‐week diary. Data were analysed using multilevel modelling. Results and Conclusions Results from multilevel modelling of 2,675 post‐class evaluations indicated that teacher boredom was negatively associated with students’ motivation. However, the relationship between teacher boredom and students’ perceived teacher boredom was not significant, suggesting that students did not accurately perceive whether their teacher was bored. Results from indirect effect analysis further revealed that students’ perception of teacher boredom predicted student learning motivation through student boredom. In other words, perceiving teachers being bored promoted students’ own feeling of boredom, which in turn reduced their learning motivation. Together, these results indicate that when a teacher is bored in class, or when students perceive that their teacher is bored, students would have lower learning motivation.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0007-0998 2044-8279
DOI:	10.1111/bjep.12309