Please use this identifier to cite or link to this item:
http://hdl.handle.net/10497/23636
Title: | Authors: | Keywords: | Academic boredom Emotions Situational factors |
Issue Date: | 2021 |
Citation: | Lye, C. M., & Kawabata, M. (2021). Perception of boredom in physical education lessons: What factors are associated with students' boredom experiences? Journal of Teaching in Physical Education. Advance online publication. https://doi.org/10.1123/jtpe.2021-0090 |
Journal: | Journal of Teaching in Physical Education |
Abstract: | Purpose: The present study aimed to explore possible factors that have contributed to students’ boredom in physical education (PE) lessons. Methods: A total of 19 teachers (53% females and 47% males) and 112 students (50% females and 50% males) from two co-educational primary schools completed a set of questionnaires. A focused group discussion was then conducted with 20 students to further examine the relationship between situational factors and boredom. Results: Findings showed that overall, students highly enjoyed PE lessons and had low levels of anxiety and boredom. However, 20% of the participants agreed that they often experience boredom in PE lessons. In relation to the experience of boredom, a multiple regression analysis revealed that three variables (opportunity costs, monotony, and generalized boredom) were significant predictors of students’ boredom scores. Conclusions: The PE teacher ought to consider the set of significant predictors of boredom when developing lesson plans and instructional strategies aimed at alleviating the negative emotional experiences. |
URI: | ISSN: | 0273-5024 (print) 1543-2769 (online) |
DOI: | File Permission: | Open |
File Availability: | With file |
Appears in Collections: | Journal Articles |
Files in This Item:
File | Description | Size | Format | |
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JTPE-2021-210090.pdf | 567.28 kB | Adobe PDF | View/Open |
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