The Relationship Between Boredom And Classroom Participation In High School Students: A Moderated Mediation Model

Many investigations have proved that academic achievement is directly related to classroom participation,and whether students can actively participate in classroom plays an important role in the teaching field.Classroom participation is closely related to students' own emotions.Boredom,as a negative academic emotion,will cause them difficult to concentrate and unable to devote themselves wholeheartedly to learning tasks.Attention resources are not endless.In class,students often appear inattentive phenomenon——mind-wandering.When student transfers more attention resources from the task itself to internal thinking unrelated to the classroom task,class participation will be affected.Effort control,as a risk buffer factor,can it play a regulatory role in it and then have an impact on classroom participation.So,this study explores the relationships among boredom,classroom mind-wandering,classroom participation and effort control of senior high school students,and constructs a regulated mediation model.In this study,four questionnaires,Multidimensional State Boredom Scale,Middle School Students' Classroom mind-wandering Questionnaire,Classroom Participation Questionnaire and Effort Control Questionnaire,were used to test 528 students from a middle school in Qingdao,Shandong Province,The results are as follows:(1)The level of high school students' classroom participation is above average.(2)Boredom has a significant negative predictive effect on high school students' classroom participation;High school students' classroom mind-wandering plays an intermediary role between boredom and classroom participation;Boredom affects classroom participation through classroom mind-wandering,and it is regulated by effort control.Effort control regulates the first half of the intermediary process between classroom mind-wandering and classroom participation.Specifically,compared with high-effort control high school students,low-effort control high school students' boredom has a greater predictive effect on their classroom mind-wandering.The results are helpful to reveal the influencing mechanism of high school students' classroom participation,and have certain enlightenment significance for promoting high school students' classroom participation.