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ERIC Number: EJ1124836
Record Type: Journal
Publication Date: 2016-Dec
Pages: 30
Abstractor: As Provided
ISSN: ISSN-1381-2890
Unidirectional Cycles of Boredom, Boredom Coping Strategies, and Engagement among Prospective Teachers
Eren, Altay
Social Psychology of Education: An International Journal, v19 n4 p895-924 Dec 2016
This study examined the mediating roles of prospective teachers' boredom coping strategies in the relationships between their levels of boredom and four aspects of engagement, and explored the unidirectional cycles of their levels of boredom, boredom coping strategies, and engagement. A total of 467 prospective teachers, majoring in primary school teaching, computer education and instructional technology teaching, mathematics teaching, English language teaching, special education teaching, and preschool teaching, voluntarily participated in the study. Structural equation modeling analyses were conducted to examine the reciprocal relationships between prospective teachers' boredom, boredom coping strategies, and engagement. Results showed that the relationships between prospective teachers' levels of boredom and cognitive engagement, emotional engagement, and behavioral engagement were significantly mediated by cognitive-approach strategies. Results also showed that the prospective teachers' levels of boredom were reciprocally related to their emotional engagement through cognitive-approach strategies. Results suggest that the negative effects of boredom on cognitive engagement, emotional engagement, and behavioral engagement in the lessons can be significantly decreased by encouraging prospective teachers to adopt cognitive-approach strategies when they experience boredom. Results also suggest that prospective teachers may significantly decrease their levels of boredom not only by adopting cognitive-approach strategies, but also by increasing their emotional engagement during the lessons.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A