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Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

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EKATUSHABE, Margaret, Diana KWARIKUNDA, Charles M. MUWONGE, Joseph SSENYONGA, Ulrich SCHIEFELE, 2021. Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students. In: International Journal of STEM Education. SpringerOpen. 8(1), 8. eISSN 2196-7822. Available under: doi: 10.1186/s40594-021-00272-5

@article{Ekatushabe2021-12Relat-53433, title={Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students}, year={2021}, doi={10.1186/s40594-021-00272-5}, number={1}, volume={8}, journal={International Journal of STEM Education}, author={Ekatushabe, Margaret and Kwarikunda, Diana and Muwonge, Charles M. and Ssenyonga, Joseph and Schiefele, Ulrich}, note={Article Number: 8} }

Schiefele, Ulrich Ekatushabe, Margaret 2021-12 Muwonge, Charles M. Schiefele, Ulrich 2021-04-22T07:59:44Z Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students Background<br />Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students’ reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56% females) randomly selected 9th grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study.<br /><br />Results<br />Data collected from students’ self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (β = − .10, p < .05) and task value (β = − .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (β = − .34, p < .001).<br /><br />Conclusion<br />These findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students’ beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper. Ssenyonga, Joseph 2021-04-22T07:59:44Z Attribution 4.0 International eng Ssenyonga, Joseph Kwarikunda, Diana Muwonge, Charles M. Ekatushabe, Margaret Kwarikunda, Diana

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