Weathering the virtual storm
State boredom and coping strategies of novice and experienced Iranian EFL teachers in online learning
Bibliographic Data
| ID | 15698265 |
|---|---|
| Authors | Masoomeh Estaji (0000-0002-8014-9491, Allameh Tabataba'i University, corresponding author), Seyedeh Azadeh Sadr (Allameh Tabataba'i University) |
| Year | 2025 |
| Volume | 13 |
| Issue | 1 |
| Pages | 929-929 |
| Publication date | 2025-08-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Psychology (JOURNAL) |
| Journal identifiers | ISSN: 2050-7283 • E-ISSN: 2050-7283 |
| Publisher | BioMed Central (PUBLISHER • GB) |
| DOI | 10.1186/s40359-025-03292-w |
| PMID | 40826105 |
| OpenAlex | W4413290605 |
| Language | EN |
| References cited | 58 |
Emotions are an integral part of the classrooms, where learners and teachers constantly interact. Boredom, a negative academic emotion, adversely affects learning processes and achievement. As a result of its importance and essential role in EFL contexts, this area of inquiry has been the focus of academic research and critical examination. However, few studies (if any) have focused on EFL teachers’ coping strategies to ward off state boredom in online learning, considering their experience level. To fill this gap, the current study investigated the coping strategies of 237 novice and experienced Iranian EFL teachers with different experiences in online teaching contexts through the Coping with Boredom Scale (CBS) Questionnaire [1]. Besides, the authors delivered an open-ended questionnaire to 30 EFL teachers and conducted a semi-structured interview with 16 EFL teachers from the same sample. The results of the non-parametric Mann-Whitney U-Tests analysis indicated that novice and experienced teachers significantly differed in boredom coping strategies (p = .002) in that experienced teachers utilized a more comprehensive range of coping strategies to deal with their state boredom. The results of MAXQDA also evidenced that although there were some similarities in the utilized strategies across both groups, experienced teachers’ strategies were affected by their teaching experience, leading them to apply cognitive-avoidance strategies, like altering lesson plans and content, more frequently than novice teachers. The study presents practical implications for EFL teachers and researchers, stressing the role of teachers’ experiences in coping with boredom
Boredom · Computer-assisted web interviewing · Coping (psychology · Deci · Developmental psychology · Educational psychology · Mathematics education · Applied Psychology · Clinical Psychology · Grit, Self-Efficacy, and Motivation · Mind wandering and attention · Online Learning and Analytics · Psychology · Social Psychology
International Handbook of Emotions in Education
The Action Research Dissertation
An Applied Guide to Research Designs
Exploring Emotions in Language Teaching
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching
Our Impoverished View of Educational Research
Boredom in achievement settings
On the Function of Boredom
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior
Self-Efficacy, Emotions and Work Engagement Among Teachers
Academic Emotions in Students' Self-Regulated Learning and Achievement
The Control-Value Theory of Achievement Emotions
Effects of Different Types of Boredom on Foreign Language Learning
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| Highly cited | No |
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