Abstract
Realizing a longitudinal design, the current study investigated how self-efficacy, levels of and changes in boredom and improvement in presentation competence, are associated with presentation performance. 158 university students (Mage = 24.40, SD = 4.04; 61% women) participated in a four-month presentation training. They reported self-efficacy at the beginning of the course (t1), and boredom and improvement of competence on three occasions over time (t2 = after course introduction; t3 = half way; t4 = after course completion). Using a standardized rubric two lecturers independently evaluated the students’ performance during a practical presentation exam at t4. Data were analyzed with latent growth modeling. Improvement of competence increased over time while boredom decreased. Greater boredom at t2 was related to a smaller improvement of competence at t2, and to a stronger decline in boredom, which, in turn, was associated with greater improvement of competence over time. Greater self-efficacy predicted a smaller improvement of competence at t2, which, in turn, was related to a slower rate of decline in boredom over time. Better presentation performance was predicted by higher self-efficacy, lower boredom and greater improvement of competence at t2, and a stronger decline in boredom. Our findings suggest reciprocal effects between intensity and change trajectories of boredom and improvement of competence, which contribute to better presentation performance, aside from high self-efficacy beliefs.
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Schickel, M., Ringeisen, T. What predicts students’ presentation performance? Self-efficacy, boredom and competence changes during presentation training. Curr Psychol 41, 5803–5816 (2022). https://doi.org/10.1007/s12144-020-01090-8
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DOI: https://doi.org/10.1007/s12144-020-01090-8