TY  - JOUR
A1  - Ekatushabe, Margaret
A1  - Kwarikunda, Diana
A1  - Muwonge, Charles Magoba
A1  - Ssenyonga, Joseph
A1  - Schiefele, Ulrich
T1  - Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students
JF  - International journal of STEM education
N2  - Background 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 9(th) grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. Results 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 (beta = - .10, p < .05) and task value (beta = - .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (beta = - .34, p < .001). Conclusion 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.
KW  - Teacher autonomy support
KW  - Cognitive appraisals
KW  - Self-efficacy
KW  - Task
KW  - value
KW  - Boredom
KW  - Gender
KW  - Physics
Y1  - 2021
U6  - https://doi.org/10.1186/s40594-021-00272-5
SN  - 2196-7822
VL  - 8
IS  - 1
PB  - SpringerOpen
CY  - Berlin ; Heidelberg [u.a.]
ER  - 
TY  - JOUR
A1  - Schiefele, Ulrich
A1  - Schaffner, Ellen
T1  - Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation
JF  - Contemporary educational psychology
N2  - This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. (C) 2015 Elsevier Inc. All rights reserved.
KW  - Teacher motivation
KW  - Student motivation
KW  - Interest
KW  - Mastery goals
KW  - Self-efficacy
KW  - Instructional practices
Y1  - 2015
U6  - https://doi.org/10.1016/j.cedpsych.2015.06.005
SN  - 0361-476X
SN  - 1090-2384
VL  - 42
SP  - 159
EP  - 171
PB  - Elsevier
CY  - San Diego
ER  -