Skip to main content
Log in

What predicts students’ presentation performance? Self-efficacy, boredom and competence changes during presentation training

  • Published:
Current Psychology Aims and scope Submit manuscript


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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2

Similar content being viewed by others


Download references

Author information

Authors and Affiliations


Corresponding author

Correspondence to Marco Schickel.

Ethics declarations

Conflict of Interest

On behalf of all authors, the corresponding author states that there is no conflict of interest.

Consent to Participate

Informed consent was obtained from all individual participants included in the study.

Ethics Approval

Approval was obtained from the ethics committee of University C. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Schickel, M., Ringeisen, T. What predicts students’ presentation performance? Self-efficacy, boredom and competence changes during presentation training. Curr Psychol 41, 5803–5816 (2022).

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: