The Influence of Study Interest, Perceived Autonomy Support, and Student Enthusiasm on Class-Related Boredom of English Majors
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | Department of Students’ Affairs,Wenzhou University of Technology, China, Department of Psychology, School of Education, Wenzhou University, Wenzhou, China, School of Foreign Studies, Wenzhou University, China |
| ANO | 2024 |
| TIPO | Artigo |
| PERIÓDICO | SAGE Open |
| ISSN | 2158-2440 |
| E-ISSN | 2158-2440 |
| DOI | 10.1177/21582440241228915 |
| ADICIONADO EM | 2025-08-18 |
Resumo
In Chinese universities, most English majors are taught by teachers, and students attend classes and do homework. Students are often passive in their study, which can make them lose study interest, negatively affect their study and cause boredom in class. Although previous studies have studied the class-related boredom of some English courses, they have not compared the level of it between different English courses. Besides, in previous studies, study interest and perceived autonomy support, two factors that affect class-related boredom, have received a lot of attention, while student enthusiasm has not received enough attention. Based on Control Value Theory, this study examines the degree of class-related boredom experienced by English majors in various English courses from the three factors including study interest, perceived autonomy support and student enthusiasm in an effort to diminish it in a more focused manner. The respondents are 884 English majors (94.1% female) from a university in Shanxi Province, China. And SPSS 26.0 is used for descriptive statistics and multiple linear regression analysis. Studies show that Advanced English Listening has the lowest degree of class-related boredom, but Basic English has the highest one. This study also finds that study interest, perceived autonomy support and student enthusiasm in English major courses are significantly negatively correlated with class-related boredom.