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https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/79185| Título : | Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class |
| Palabras clave : | Psicología;Teaching quality;teacher behavior;boredom;attention in class;task value |
| Editorial : | Universidad de Chile |
| Descripción : | 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 teachers behavior and student motivation are fundamental in reducing boredom and increasing attention in class. |
| URI : | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/79185 |
| Otros identificadores : | http://www.redalyc.org/articulo.oa?id=26449350011 |
| Aparece en las colecciones: | Departamento de Psicología - DP/UCHILE - Cosecha |
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