Unidirectional cycles of boredom, boredom coping strategies, and engagement among prospective teachers

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dc.authorid0000-0001-8964-2082en_US
dc.contributor.authorEren, Altay
dc.date.accessioned2021-06-23T19:42:46Z
dc.date.available2021-06-23T19:42:46Z
dc.date.issued2016
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThis study examined the mediating roles of prospective teachers' boredom coping strategies in the relationships between their levels of boredom and four aspects of engagement, and explored the unidirectional cycles of their levels of boredom, boredom coping strategies, and engagement. A total of 467 prospective teachers, majoring in primary school teaching, computer education and instructional technology teaching, mathematics teaching, English language teaching, special education teaching, and preschool teaching, voluntarily participated in the study. Structural equation modeling analyses were conducted to examine the reciprocal relationships between prospective teachers' boredom, boredom coping strategies, and engagement. Results showed that the relationships between prospective teachers' levels of boredom and cognitive engagement, emotional engagement, and behavioral engagement were significantly mediated by cognitive-approach strategies. Results also showed that the prospective teachers' levels of boredom were reciprocally related to their emotional engagement through cognitive-approach strategies. Results suggest that the negative effects of boredom on cognitive engagement, emotional engagement, and behavioral engagement in the lessons can be significantly decreased by encouraging prospective teachers to adopt cognitive-approach strategies when they experience boredom. Results also suggest that prospective teachers may significantly decrease their levels of boredom not only by adopting cognitive-approach strategies, but also by increasing their emotional engagement during the lessons.en_US
dc.identifier.doi10.1007/s11218-016-9348-8
dc.identifier.endpage924en_US
dc.identifier.issn1381-2890
dc.identifier.issn1573-1928
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-84984853563en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage895en_US
dc.identifier.urihttps://doi.org/10.1007/s11218-016-9348-8
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8598
dc.identifier.volume19en_US
dc.identifier.wosWOS:000392433300011en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorEren, Altay
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofSocial Psychology Of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectBoredomen_US
dc.subjectCoping with Boredomen_US
dc.subjectEngagementen_US
dc.subjectTeacheren_US
dc.subjectTeachingen_US
dc.titleUnidirectional cycles of boredom, boredom coping strategies, and engagement among prospective teachersen_US
dc.typeArticleen_US

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