Saeid Mazloumian; Ahmad Rastegar; Somayeh Khazaei
Volume 5, Issue 2 , December 2017, , Pages 67-80
Abstract
The aim of this study was to evaluate the effect of classroom psychosocial climate dimensions on academic boredom with regard to the mediating role of task value. To do this, 328 male and female 3rd grade high school students from Borazjan were chosen via randomized cluster sampling and answered to the ...
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The aim of this study was to evaluate the effect of classroom psychosocial climate dimensions on academic boredom with regard to the mediating role of task value. To do this, 328 male and female 3rd grade high school students from Borazjan were chosen via randomized cluster sampling and answered to the scales of the study consisting Pekrun et al. (2002, 2005) boredom scale, Michaud et al. (1985) classroom psychosocial climate scale, and Pintrich (1991) task value scale. Path analysis was utilized in order to analyze the data. Results showed that student participation in classroom activities; at last, attachment dimensions of students (β=-0.33, p
