Open AccessInstructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class
Author(s) -
Javier Sánchez Rosas,
Silvana Esquivel
Publication year - 2017
Publication title -
revista de psicología
Language(s) - English
Resource type - Journals
eISSN - 0719-0581
pISSN - 0716-8039
DOI - 10.5354/0719-0581.2016.44966
Subject(s) - boredom , psychology , class (philosophy) , task (project management) , quality (philosophy) , self efficacy , value (mathematics) , mathematics education , social psychology , computer science , artificial intelligence , philosophy , management , epistemology , machine learning , economics
Instructional teaching quality facilitates learning and promotes affective, motivational, 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.