Nurse Education Today 53 (2017) 29–33

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Nurse Education Today

journal homepage: www.elsevier.com/locate/nedt

Can nursing students' perceived teacher enthusiasm dampen their class- MARK
related boredom during theoretical lessons? A cross-sectional study among
Chinese nursing students
Guanyu Cuia,b, Meilin Yaoa,⁎, Xia Zhangc
a
School of Psychology, Institute of Developmental Psychology, Beijing Normal University, Beijing, China
b
Department of Psychology, Henan Medical College, Zhengzhou, China
c
Department of Nursing, Henan Medical College, Zhengzhou, China

A R T I C L E I N F O A B S T R A C T

Keywords: Background: Class-related boredom experienced by nursing students during theoretical lessons may affect their
Nursing students health and learning outcomes. Perceived teacher enthusiasm of nursing students may dampen their boredom,
Perceived teacher enthusiasm but little empirical research has investigated their relationship.
Class-related boredom Objectives: The aim of the current study is to investigate the dampening effects of nursing students' perceived
Theoretical lessons
teacher enthusiasm on their class-related boredom during theoretical lessons. The main theoretical framework is
control-value theory of achievement emotions.
Design: A cross-sectional survey was used.
Methods: 352 nursing students during their theoretical lessons completed questionnaires on perceived teacher
enthusiasm, boredom proneness, perceived task difficulty and class-related boredom. Correlation and classic
multiple hierarchical analysis results supported the hypothesis about the relationships among variables.
Results: After controlling the effects of demographic variables, boredom proneness and perceived task difficulty,
perceived teacher enthusiasm negatively predicted class-related boredom significantly.
Conclusion: Perceived teacher enthusiasm of nursing students can predict their class-related boredom signifi-
cantly.

1. Introduction learning outcomes than teacher enthusiasm reported by teachers

themselves (Keller et al., 2014, 2015).
Class-related boredom is widely experienced by students in various Up to now, little empirical research has investigated whether
schools (Pekrun et al., 2010), especially in theoretical lessons (Bagcivan perceived teacher enthusiasm can dampen class-related boredom sig-
et al., 2015; Zhou et al., 2016). In nursing education, maybe one major nificantly. The aim of this study is to investigate the relationship
cause of class-related boredom in theoretical lessons that these lessons between teacher enthusiasm and class-related boredom perceived by
are viewed by nursing students as having no practical value (Pekrun, nursing students.
2006; Pekrun et al., 2007, 2010). Class-related boredom experienced by
nursing students may affect their health (Deasy et al., 2016) and 1.1. Class-related Boredom
learning outcomes (Zhou et al., 2016). Therefore, elevating the task
value and reducing the level of boredom are core goals in theoretical Academic boredom is one of the most widespread emotions
and practical research in education (Perkins and Hill, 1985; Pekrun experienced by students in the framework of academic emotions
et al., 2010) and nursing settings (Cleary et al., 2016). (Pekrun et al., 2002; Pekrun, 2006; Pekrun et al., 2007) and can be
Educators' attitudes and emotions toward their subjects, teaching classified into class-related boredom and learning-related boredom
and students, such as teacher enthusiasm, may affect nursing students' (Pekrun et al., 2002, 2010).
perceived mental environment and learning (Keller et al., 2014; Class-related boredom is a type of state boredom experienced by
Bagcivan et al., 2015; Keller et al., 2015). Furthermore, teacher students in the course of class activities (Pekrun et al., 2010). Class-
enthusiasm as perceived by students played more important roles in related boredom functions at a higher level than learning-related

⁎
Corresponding author at: School of Psychology, Beijng Normal University, Beijing, 100875, China.
E-mail address: [email protected] (M. Yao).

http://dx.doi.org/10.1016/j.nedt.2017.04.003
Received 28 September 2016; Received in revised form 23 December 2016; Accepted 3 April 2017
0260-6917/ © 2017 Elsevier Ltd. All rights reserved.
G. Cui et al. Nurse Education Today 53 (2017) 29–33

boredom as experienced by students (Tze et al., 2015). Though for boredom experienced by students (Daschmann et al., 2014), and
boredom experienced by students may have positive effects on their interests in specific tasks were found to be negatively correlated with
learning, such as preventing them from excess involvement in unin- boredom (Tanaka and Murayama, 2014). Based on the separated,
teresting tasks and the generation of severe psychological problems in reciprocally related yet not mutually exclusive relationship between
the working or learning environment (Elpidorou, 2014), many studies positive and negative emotions (Cacioppo and Berntson, 1994;
still found that class-related boredom leads to several negative effects Schimmack, 2001; Smith et al., 2006; Schimmack and Colcombe,
on academic performance and health. For example, class-related 2007), perceived teacher enthusiasm may induce situational interest
boredom experienced frequently or for a long duration may result in and reduce class-related boredom. Accordingly, we inferred that
a relatively stable bored belief or trait boredom, which may affect perceived teacher enthusiasm can negatively predict class-related
learning, career choice (Watt and Vodanovich, 1999; Wingfield et al., boredom.
2002) and lifelong learning (Goetz et al., 2003) in relevant domains. A
recent meta-analysis by Tze et al. (2015) investigated the relationships 2. Methods
between boredom and academic outcomes. Their results showed that
boredom has negative effects on learning motivations, the use of 2.1. Design
learning strategies and achievement.
A cross-sectional survey was used in this study.
1.2. Perceived Teacher Enthusiasm
2.2. Participants and Procedures
Teacher enthusiasm has been viewed as one of the most important
teaching qualities and class-related environmental factors (Brophy and
The survey was conducted with 352 (93.5% female) nursing
Good, 1986; Patrick et al., 2000; Long and Hoy, 2006; Kunter et al.,
students with a mean age of 19 years (SD = 0.92). The gender
2008, 2011, 2013; Keller et al., 2013, 2014, 2015).
distribution of participants approximated to nursing students in other
Despite the long history of teacher enthusiasm in research on
researches of China (Chen et al., 2016; Fang et al., 2016). The training
educational psychology, earlier studies were limited to the external
of these nursing students includes two years of school-based training
behaviors of teachers in the course of teaching, such as voice, tone,
and one-year ward-based training. Ethical approval was granted for the
facial expression and body posture (i.e., gestures) (Brophy and Good,
study by the research ethics committee of school of psychology, Beijing
1986). Later, Kunter et al. (2008) asserted that teacher enthusiasm
Normal University. Participation in this research was anonymous. Prior
limited to external behaviors may not be consistent with the internal
to participation, students were informed about the goals of the
and experienced affect by teachers themselves and that further research
research, duration, procedure and confidentiality of their data. Partici-
should be conducted on more stable and authentic teacher enthusiasm
pation in the study was voluntary, informed consent was assured and
as experienced by teachers themselves. Therefore, Kunter et al. (2008,
the students did not receive compensation for their participation in the
2011) classified teacher enthusiasm into two areas: enthusiasm for the
study. Participants were assured that all of their responses would
subject and enthusiasm for teaching. More recently, Keller et al. (2014,
remain confidential and would not influence their course grade. All
2015) proposed an integrated teacher enthusiasm construct based on
students were asked to evaluate their class-related feelings about a
previous and recent studies. In the research conducted by Keller et al.
specific subject (i.e., “Basic nursing science”, “Normal human tissue and
(2014), the new construct of integral teacher enthusiasm affected
anatomy”, “Medical nursing” and “Nursing psychology”, etc.) at the
students' interest in learning through the full mediation of perceived
end of that class or recall and evaluate their class-related feelings about
teacher enthusiasm. Thus, students' perceived teacher enthusiasm may
a specific subject in their classroom on the same day.
have more direct and positive effects on the course and outcome of
students' emotions and learning compared with enthusiasm experienced
by the teachers themselves. 2.3. Measures

1.3. The Dampening Effects of Perceived Teacher Enthusiasm on Class- 2.3.1. Boredom Proneness Scale-short Form (BPS–SF)
related Boredom Boredom proneness was measured using the BPS-SF scale, a 12-
item, self-report instrument (Vodanovch et al., 2005). According to
Based on the control-value theory of achievement emotions Huang et al.'s (2010) research, two items (i.e., “I find it easy to entertain
(Pekrun, 2006; Pekrun et al., 2007), no perceived value was one of myself” and “It seems that the same old things are on television or the
the most important antecedents of boredom. In the integral theoretical movies all the time; it's getting old”), which were not well fit for a
framework, teacher enthusiasm was a component of value induction, Chinese college student model in a confirmatory factor analysis (CFA),
which can affect achievement emotions through the mediation of were deleted; 10 items were ultimately used. Two example questions
control and values perceived by students (Pekrun, 2006; Pekrun are “It is easy for me to concentrate on my activities” and “Many things
et al., 2007). Based on the social-cognitive learning theory (Bandura, I have to do are repetitive and monotonous.” Responses are indicated
1977) and social construction approaches (Wild et al., 1997), teachers on a seven-point Likert scale ranging from 1 (strongly disagree) to 7
can transmit their enthusiasm or positive emotions on subject and (strongly agree). A higher aggregate score indicates higher levels of
teaching to their students in learning. As a result, teachers' enthusiasm boredom proneness. Cronbach's alpha was 0.68 for this aspect of the
may dampen their students' class-related boredom in their lessons. study.
Abundant empirical research has found that teacher enthusiasm
positively affects the learning outcomes of students (Patrick et al., 2000; 2.3.2. Perceived Task Difficulty
Long and Hoy, 2006; Kunter et al., 2008, 2011, 2013; Keller et al., Two items (i.e., “Today's class was hard for me” and “Compared to
2013, 2014, 2015). Studies by Keller et al. (2013, 2014, 2015) and other courses, today's class was hard for me”) from the studies by Eccles
Kunter et al. (2008, 2011, 2013) found that teacher enthusiasm and Wigfield (1995), Wigfield and Eccles (2000), and Tanaka and
correlated with the high quality of teaching and positive outcomes of Murayama (2014) were used to assess perceived task difficulty.
learning (i.e., enjoyment of students in learning). Additionally, Frenzel Responses are indicated on a five-point Likert scale ranging from 1
et al. (2009) and Kim and Schallert (2014) found that perceived teacher (not at all true of me) to 5 (very true of me). A higher aggregate score
enthusiasm can predict learning enjoyment and interest in students. indicates higher levels of perceived task difficulty. Cronbach's alpha
Additionally, interest in learning was found to set significant precedents was 0.77 for this aspect of the study.

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G. Cui et al. Nurse Education Today 53 (2017) 29–33

2.3.3. Perceived Teacher Enthusiasm Table 2

Three items (i.e., “Our teacher in this class teaches with enthu- Hierarchical liner regressions of perceived teacher enthusiasm on class-related boredom.
siasm,” “Our teacher in this subject enjoys teaching compared to other
Predictors variables Class-related boredom
courses,” and “Our teacher in this class tries to inspire students about
the subject”) from the study by Keller et al. (2014) was used to assess R2 ΔR2 B SE Beta
perceived teacher enthusiasm. Responses are indicated on a five-point
Block 1: control variables 0.018 0.018
Likert scale ranging from 1 (not at all true of me) to 5 (very true of me).
Grade − 0.103 0.095 − 0.067
A higher aggregate score indicates higher levels of perceived teacher Sex − 0.016 0.160 0.005
enthusiasm. Cronbach's alpha was 0.90 for this aspect of the study. Age − 0.069 0.049 − 0.086
Block 2
2.3.4. Class-related Boredom Boredom proneness 0.233 0.215 0.489 0.051 0.451⁎⁎⁎
Perceived task difficulty 0.244 0.011 0.092 0.041 0.107⁎
Eleven items in a class-related boredom scale from the Achievement Block 3
Emotions Questionnaire (AEQ) were used to assess class-related bore- Perceived teacher enthusiasm 0.265 0.021 − 0.110 0.035 − 0.149⁎⁎
dom of college students in this study (Pekrun et al., 2005). Two
example questions are “The lecture bores me” and “I think about what R2 is the amount of variance explained in the demographic variables, then the addition of
else I might be doing rather than sitting in this boring class.” Responses one of the predictor variables of interest (Boredom proneness, perceived task difficulty
and perceived teacher enthusiasm).
are indicated on a five-point Likert scale ranging from 1 (strongly ⁎
p < 0.05.
disagree) to 5 (strongly agree). A higher aggregated score indicates ⁎⁎
p < 0.01.
higher levels of class-related boredom. Cronbach's alpha was 0.94. ⁎⁎⁎
p < 0.001.

3. Results et al., 2016). Teachers' enthusiasm for teaching was thought of as an

important part of professional competence of teachers (Kunter et al.,
3.1. Descriptive Analyses 2013). According to this, enthusiastic teachers may facilitate their
students' interest and dampen their boredom in lectures (Kim and
Table 1 shows the means, standard deviations, and intercorrelations Schallert (2014); Tanaka and Murayama, 2014). Based on the control-
between the dependent variables (boredom proneness, perceived task value theory of achievement emotions (Pekrun, 2006; Pekrun et al.,
difficulty, and perceived teacher enthusiasm) in this study with 352 2007), the current study examined relationship between perceived
participants. Class-related boredom was positively related to boredom teacher enthusiasm and class-related boredom during theoretical lesson
proneness (r = 0.47, p < 0.001) and perceived task difficulty hours among Chinese nursing students. The results of the study
(r = 0.15, p < 0.01) and negatively related to perceived teacher demonstrate that after examined demographic variables, boredom
enthusiasm (r = −0.20, p < 0.01). proneness and perceived task difficulty, perceived teacher enthusiasm
was a significant predictor of class-related boredom. Increased per-
3.2. The Predictive Role of Perceived Teacher Enthusiasm on Class-related ceived teacher enthusiasm lead to reduced class-related boredom. These
Boredom findings carry implications for research on the relationships between
teacher enthusiasm and students' class-related emotions.
We wanted to assess the predictive role of perceived teacher
enthusiasm on class-related boredom after examined the effects of
4.1. Theoretical Implications
demographic variables, boredom proneness and perceived task diffi-
culty on them. Therefore, a classical hierarchical regression analysis
Perceived teacher enthusiasm consistently predicted class-related
was used in this study (Table 2).
boredom, which provides strong evidence for the positive role that
As shown in Table 2, in block 1, no demographic variables were
teacher enthusiasm plays in reducing the level of class-related boredom
significant predictors of class-related boredom (p < 0.05). After con-
among nursing and other college students. As posited in the integrated
trolling for the effects of demographic variables, in block 2, boredom
model of control-value theory of achievement emotions (Pekrun, 2006;
proneness (p < 0.001) and perceived task difficulty (p < 0.05) were
Pekrun et al., 2007), through the mediation roles of perceived control
significant predictors of class-related boredom. After controlling for the
and value, external environment variables (such as teachers' enthu-
effects of demographic variables, boredom proneness and perceived
siasm) may alleviate the levels of class-related boredom in college
task difficulty, in block 3, perceived teacher enthusiasm was a
students. As posited in the broaden-and-build theory in positive
significant predictor of class-related boredom (p < 0.01).
psychology (Fredrickson, 2001), enthusiastic teachers may provide
more positive teaching behaviors (i.e., autonomy support) toward
4. Discussion
college students. A high level of perceived teacher enthusiasm further
improves nursing students' perceived task value in class-related learn-
Nursing students may experience class-related boredom during their
ing, which eventually results in lower class-related boredom and other
theoretical lessons frequently, especially in which are characterized by
positive learning outcomes.
large class sizes and limited class time in Chinese nursing schools (Zhou

Table 1 4.2. Practical Implications

Means, standard deviations and correlations of study variables (N = 352).
The findings of the current research have important practical
Variable Mean SD 1 2 3 4
implications. Perceived teacher enthusiasm serve as a significant
1. Boredom proneness 3.58 0.68 — predictor of class-related boredom and can thus be used as an important
2. Perceived task difficulty 2.85 0.86 0.13⁎ — tool to alleviate the most frequent and harmful academic experience
3. Perceived teacher enthusiasm 3.80 1.00 − 0.16⁎⁎ 0.06 — (class-related boredom) (Bagcivan et al., 2015). When designing
4. Class-related boredom 2.17 0.74 0.47⁎⁎⁎ 0.15⁎⁎ − 0.20⁎⁎ —
courses or interventions for reducing class-related boredom, research-
⁎
p < 0.05.
ers, educators and counselors should not neglect perceived teacher
⁎⁎
p < 0.01. enthusiasm of nursing students. Related courses or activities should not
⁎⁎⁎
p < 0.001. only help nursing students identify and develop their abilities to

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G. Cui et al. Nurse Education Today 53 (2017) 29–33

perceive more teacher enthusiasm, but should also guide teachers to Funding
develop and provide enthusiasm for their students. Nursing schools may
also consider designing assistant programs and training sessions for This research was supported by the MOE Project of Key Research
teachers to promote teacher enthusiasm and related behaviors aimed to Institute of Humanities and Social Sciences at Universities (Grant No.
promote students' perceived task value in class and reduce their class- 15JJD190002), The Fundamental Research Funds for the Central
related boredom, which would eventually result in more positive Universities (Grant No. SKZZY2015072), The Henan Province's Key
learning outcomes. Plan for Medical Education (Grant No. Wjlx2016033) and the special
project of The Communist Youth League of Henan Provincial Party
4.3. Limitations Committee, Henan Federation of Social Science (Grant No.
QSNYJ2016126).
Despite the theoretical and practical implications discussed above,
the current research has several possible limitations. First, according to Conflicts of Interest
the model of control-value theory of achievement emotions, in addition
to perceived teacher enthusiasm and autonomy support, teaching None.
quality, students' achievement goals and achievements also play unique
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