Biblioteca Digital de VanguardiaInstructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class
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...
| Autores principales: | , |
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| Formato: | artículo científico |
| Lenguaje: | Inglés |
| Publicado: |
Universidad de Chile
2016
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| Materias: | |
| Acceso en línea: | http://www.redalyc.org/articulo.oa?id=26449350011 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/79185 |
| _version_ | 1782338982168756224 |
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| author | Javier Sánchez-Rosas Silvana Esquivel |
| author_facet | Javier Sánchez-Rosas Silvana Esquivel |
| author_sort | Javier Sánchez-Rosas |
| collection | Repositorio |
| description | 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. |
| format | artículo científico |
| id | clacso-CLACSO79185 |
| institution | CLACSO, Repositorio Digital |
| language | Inglés |
| publishDate | 2016 |
| publisher | Universidad de Chile |
| record_format | greenstone |
| spelling | clacso-CLACSO791852022-03-22T14:47:07Z Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class Javier Sánchez-Rosas Silvana Esquivel Psicología Teaching quality teacher behavior boredom attention in class task value 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. 2016 2022-03-22T14:47:07Z 2022-03-22T14:47:07Z artículo científico http://www.redalyc.org/articulo.oa?id=26449350011 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/79185 en http://www.redalyc.org/revista.oa?id=264 Revista de Psicología application/pdf Universidad de Chile Revista de Psicología (Chile) Num.2 Vol.25 |
| spellingShingle | Psicología Teaching quality teacher behavior boredom attention in class task value Javier Sánchez-Rosas Silvana Esquivel Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class |
| title | Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class |
| title_full | Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class |
| title_fullStr | Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class |
| title_full_unstemmed | Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class |
| title_short | Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class |
| title_sort | instructional teaching quality, task value, self-efficacy, and boredom: a model of attention in class |
| topic | Psicología Teaching quality teacher behavior boredom attention in class task value |
| url | http://www.redalyc.org/articulo.oa?id=26449350011 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/79185 |