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Yousefi Afrashteh M, Dehghani Z. Relationship between teacher feedback and academic boredom and well-being: An analysis of the possible mediating role of task value. Iranian Journal of Medical Education 2021; 21 :502-511
URL: http://ijme.mui.ac.ir/article-1-5343-en.html
URL: http://ijme.mui.ac.ir/article-1-5343-en.html
Associate Professor, Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, Iran. , yousefi@znu.ac.ir
Abstract: (945 Views)
Introduction: Academic boredom is a common problem and major concern of educational systems. This study endeavored to investigate the possible mediating role of homework value in relationship between teacher feedback and academic boredom and well-being.
Methods: In this study population included students of Hamadan University of Medical Sciences in the academic years 2020-2021. In this descriptive correlation study, 365 students were randomly selected from the population using the Cochran's formula. The instruments used in this study are as follows: Pietarinen et al.'s Academic Well-Being Scale, Pekrun et al.'s Progress Emotions Questionnaire, Yousefi Afrashteh et al.'s Iranian Developmental Feedback Scale, and Pintrich et al.'s Self-Regulatory Questionnaire. The gathered data were analyzed through Pearson correlation coefficient method.
Results: The results showed that the correlation coefficient of teacher feedback with task value was 0.54, with academic boredom -0.38 and with academic well-being 0.26 as well as task value-correlation coefficient with academic boredom -0.44 and with academic well-being 0.33. The correlation coefficient of academic boredom with academic well-being is -0.49.The results of path analysis indicated that formative feedback through task value has a significant indirect effect on both academic boredom and academic well-being.
Conclusion: According to the results, it is suggested that policy makers provide appropriate training programs for teachers and foster rich opportunity for them to learn how to provide feedback to learners which in turn usher in the progress and success of more students.
Methods: In this study population included students of Hamadan University of Medical Sciences in the academic years 2020-2021. In this descriptive correlation study, 365 students were randomly selected from the population using the Cochran's formula. The instruments used in this study are as follows: Pietarinen et al.'s Academic Well-Being Scale, Pekrun et al.'s Progress Emotions Questionnaire, Yousefi Afrashteh et al.'s Iranian Developmental Feedback Scale, and Pintrich et al.'s Self-Regulatory Questionnaire. The gathered data were analyzed through Pearson correlation coefficient method.
Results: The results showed that the correlation coefficient of teacher feedback with task value was 0.54, with academic boredom -0.38 and with academic well-being 0.26 as well as task value-correlation coefficient with academic boredom -0.44 and with academic well-being 0.33. The correlation coefficient of academic boredom with academic well-being is -0.49.The results of path analysis indicated that formative feedback through task value has a significant indirect effect on both academic boredom and academic well-being.
Conclusion: According to the results, it is suggested that policy makers provide appropriate training programs for teachers and foster rich opportunity for them to learn how to provide feedback to learners which in turn usher in the progress and success of more students.
Keywords: Academic well-being, Academic boredom, teacher feedback, Task value, Students of Medical Sciences.
Type of Study: Original research article |
Subject:
other
Received: 2021/09/9 | Accepted: 2021/11/16 | Published: 2021/04/4 | ePublished: 2021/04/4
Received: 2021/09/9 | Accepted: 2021/11/16 | Published: 2021/04/4 | ePublished: 2021/04/4
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