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首页> 美国卫生研究院文献>International Journal of Environmental Research and Public Health >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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Stability of the Mitigating Effect of Students’ Perceived Teacher Enthusiasm on Class-related Boredom: Moderating Role of Boredom Proneness and Perceived Task Difficulty

机译：减轻学生对课堂相关乏味的教师热情感的稳定性：乏味倾向和任务难度的调节作用

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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.
机译：本研究的目的是探讨学生对课堂相关乏味的教师热情的缓解效果的稳定性，以及这种倾向对乏味倾向和任务难度的调节作用。来自中国五所大学的984名学生参加了这项研究。问卷调查涉及班级相关的无聊，教师的积极性，无聊的倾向性和任务难度。结果显示，无聊倾向和感知的任务难度显着减轻了教师的感知热情与班级相关的厌倦之间的关系。此外，当考虑到感知到的任务难度时，厌倦倾向在感知到的教师热情和与课堂相关的厌倦之间的调节路径中变得沉默。即便如此，在不同程度的无聊倾向和感知到的任务难度下，学生对课堂相关无聊感的缓解效果仍然稳定。讨论了学与教的含义。

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