The causal model of classroom social-psychological climate and academic boredom with the mediating role of academic self-efficacy in high school students

Abstract

The aim of this study was to examine the effect of classroom psychosocial climate on students’ academic boredom by mediating the roleof academic self-efficacy dimensions. The research method was descriptive-correlational. The statistical population included all male and female students in the third grade ofhigh school in Borazjan in the academic year 2017-2018. 328 people were selected as the sample by cluster random sampling method and answered the research questionnaires, which included Pekran, Goetz and Perry (2005) academic boredom scale, Michaud, Comeau, and Goupil (1985) classroom psychosocial climate scale, and Morris academic self-efficacy scale (2001). Structural equation analysis was used to analyze the data. Results showed that the dimensions of student participation in classroom activities, application of rules, and teacher support were directly able to predict academic boredom. Indirect effects also showed that attaches toother students and teacher support dimensions of classroom psychosocial climate mediated academic self-efficacy, leading to a decrease in academic boredom. On the other hand, the attachment dimension leadsto increased academic boredom of students by the mediation of social self-efficacy. Based on these results, teachers can be advised to take action to reduce boredom towards class and learning by creating a participatory, regular, and supportive psychosocial atmosphere that enhances academic self-efficac.

Keywords

• academic boredom
• classroom psychosocial climate
• academic self-efficacy
• students