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Stability of the Mitigating Effect of Students’ Perceived Teacher Enthusiasm on Class-related Boredom: Moderating Role of Boredom Proneness and Perceived Task Difficulty

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Listed:
  • Chen Wang

    (Faculty of Psychology, Beijing Normal University, Beijing 100875, China
    School of Psychology and Counseling, Faculty of Health, Queensland University of Technology, Brisbane 4095, Australia)

  • Yunjun Hu

    (Oujiang College, Wenzhou University, Wenzhou 325035, China)

  • Xia Zhang

    (Department of Nursing, Henan Medical College, Zhengzhou 451191, China)

  • Jing Wang

    (Department of Education, Xinzhou Teachers University, Xinzhou 034000, China)

  • Guangli Cui

    (Education Science College, Xuchang University, Xuchang 461000, China)

  • Guanyu Cui

    (Department of Psychology, School of Education, Wenzhou University, Wenzhou 325035, China)

Abstract

The aim of the current study was to explore the stability of the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom and the moderating role of boredom proneness and perceived task difficulty in such effect. A total of 984 students from five universities in China participated in the study. Questionnaires on class-related boredom, perceived teacher enthusiasm, boredom proneness, and perceived task difficulty were used to measure the respective variables. Results showed that boredom proneness and perceived task difficulty significantly moderated the relationship between perceived teacher enthusiasm and class-related boredom. Moreover, when considering perceived task difficulty, boredom proneness became silent in the moderating path between perceived teacher enthusiasm and class-related boredom. Even so, the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom was stable in students with different levels of boredom proneness and perceived task difficulty. The implications for learning and teaching are discussed.

Suggested Citation

  • Chen Wang & Yunjun Hu & Xia Zhang & Jing Wang & Guangli Cui & Guanyu Cui, 2020. "Stability of the Mitigating Effect of Students’ Perceived Teacher Enthusiasm on Class-related Boredom: Moderating Role of Boredom Proneness and Perceived Task Difficulty," IJERPH, MDPI, vol. 17(8), pages 1-15, April.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:8:p:2645-:d:344630
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