Prospective teachers’ perceptions of instrumentality, boredom coping strategies, and four aspects of engagement

Abstract

This study examined the mediating roles of prospective teachers' boredom coping strategies (i.e. cognitive-approach, behavioral-approach, cognitive-avoidance, and behavioral-avoidance strategies) in the relationships between their perceptions of instrumentality and four aspects of engagement (i.e. agentic engagement, behavioral, engagement, emotional engagement, and cognitive engagement). A total of 521 prospective teachers participated voluntarily in the study. In addition to the latent factor and observed factor correlation analyses, a series of structural equation modeling analyses were conducted in order to examine the mediating roles of boredom coping strategies. The results demonstrated that perceived instrumentality, boredom coping strategies with the exception of cognitive-avoidance orientation, and four aspects of engagement were significantly related to each other. The results also showed that the relationships between perceived instrumentality and agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement were slightly, but significantly mediated by cognitive-approach orientation. Implications for teacher education and directions for future studies were also discussed in the present study.

Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance

“…There are also other studies in which the mentioned framework was used to assess boredom coping strategies of undergraduate students from Canada, China (Tze et al, 2013), and Turkey (Eren, 2013, Eren & Coskun, 2015. This indicates that the four-factor model of boredom coping strategies can be used to examine how students from culturally distinct countries cope with boredom during lessons.…”

“…As mentioned previously, students do not only experience boredom, but also use diverse boredom coping strategies to combat this negative emotion during lessons (Eren, 2013). Intriguingly, students' boredom coping strategies attracted less attention from educational researchers.…”

“…Each factor consists of five items (Appendix E). The items in the scale were already translated into Turkish in a previous study (Eren, 2013). The students responded to the items of the CBS on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree).…”

University students' opinions related to boredom at class: A research on prospective teachers

“…Ulusal literatürde akademik ortamlarda can s›k›nt›s›n› konu edinen çal›flma-lar, a¤›rl›kl› olarak Eren ve di¤erleri (örn. Eren, 2013a;Eren ve Coflkun, 2015;Eren ve Coflkun, 2016) taraf›ndan yürütülmüfl ve bu çal›flmalarda farkl› ö¤retim basamaklar›ndaki ö¤rencilerin can s›k›nt›s› ile bafla ç›kma yöntemleri merkeze al›narak, bunun çeflitli de¤iflkenlerle iliflkisi (örn. epistemik merak, notland›r›l-m›fl peformans, ba¤l›l›k türleri) incelenmifltir.…”

“…epistemik merak, notland›r›l-m›fl peformans, ba¤l›l›k türleri) incelenmifltir. Bu araflt›rmalar-dan ilkinde (Eren, 2013a), ö¤retmen adaylar›n›n üniversitedeki derslerini gelecekteki hedeflerine etkili bir biçimde ulaflmak için bir araç olarak gördükleri ve derste can s›k›nt›s›yla bafla ç›k-mada biliflsel yaklafl›m yönelimleri gibi stratejileri etkili biçimde kullanmazlarsa derse kat›lmalar›n›n zor olaca¤› görüflünde olduklar› sonucuna var›lm›flt›r. Bu noktada araflt›rmac›, ö¤retmen e¤itiminde ö¤retmenlerin can s›k›nt›s›n›n olumsuz etkilerinden uzak tutulmas› için biliflsel yaklafl›m yöneliminin önemsenmesi-ni önermektedir.…”