Abstract
The present study, using a multilevel analytical framework, examined the association between teacher enthusiasm and students’ class-related boredom. Teacher enthusiasm was defined as an enthusiastic emotion and measured from the perspectives of teachers and students respectively. A total of 43 teachers (74.4% female; M age = 34.19, SD = 4.30) and 1693 undergraduate students (73.3% female; M age = 20.13, SD = 1.20) were recruited from Chinese universities based on a multisite data collection approach. Teachers were asked to fill in the questionnaire assessing teacher enthusiasm, whereas undergraduate students completed a set of self-report questionnaires related to the perception of teacher enthusiasm and class-related boredom. Results of the multilevel structural equation modeling showed that teachers’ self-reported enthusiasm was negatively associated with students’ perceived teacher enthusiasm, which in turn was negatively associated with students’ class-related boredom at the class level. Moreover, at the student level, perceived teacher enthusiasm was negatively associated with class-related boredom. The implications for learning and teaching were discussed.
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Funding
This research was supported by the Basic Public Welfare Research Projects in Zhejiang Province (Project No. LY20G010013), Ministry of Education Project of Industry-School Cooperative Education (Project No. 201802362029), the Zhejiang Province’s Education Science Planning (Grant No. 2018SCG162) and the Pre-research Project of School of Teacher Education at Wenzhou University (Project No. 18002).
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All authors have read and agree to the published version of the manuscript. Methodology, formal analysis, and funding acquisition: Guanyu Cui; resources and data collection: Guanyu Cui, Xia Zhang and Yunjun Hu; Conceptualization and writing—original draft preparation: Guanyu Cui, Xiaoyu Lan and Chen Wang; visualization and writing—review and editing: Chen Wang.
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Cui, G., Lan, X., Zhang, X. et al. The association between teacher enthusiasm and students’ class-related boredom: A multilevel study. Curr Psychol 41, 3678–3686 (2022). https://doi.org/10.1007/s12144-020-00890-2
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DOI: https://doi.org/10.1007/s12144-020-00890-2