Prospective teachers’ perceptions of instrumentality, boredom coping strategies, and four aspects of engagement

References

• Acee, T. W., Kim, H., Kim, H. J., Kim, J., Hsiang-Ning, R. C., Kim, M., et al. (2010). Academic boredom in under- and over challenging situations. Contemporary Educational Psychology, 35, 17–27.
   Web of Science ®Google Scholar
• Ainley, M. D. (1993). Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. Journal of Educational Psychology, 85, 395–405.
   Web of Science ®Google Scholar
• Aksu, M., Demir, C. E., Daloğlu, A., Yıldırım, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of entering student teachers. International Journal of Educational Development, 30, 91–101.
   Web of Science ®Google Scholar
• Arbuckle, J. L. (2007). AMOS 16.0 user’s guide. Spring House, PA: Amos Development Corporation.
   Google Scholar
• Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164–180.
   Web of Science ®Google Scholar
• Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.
   PubMed Web of Science ®Google Scholar
• Belton, T., & Priyadharshini, E. (2007). Boredom and schooling: A cross-disciplinary exploration. Cambridge Journal of Education, 37, 579–595.
   Google Scholar
• Bembenutty, H. (2010). Present and future goals: Perceived instrumentality of schoolwork. Psychology Journal, 7, 2–14.
   Google Scholar
• Berger, J. L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21, 416–428.
   Web of Science ®Google Scholar
• Byrne, B. M. (2001). Structural equation modeling with AMOS. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Cakiroglu, E., & Cakiroglu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26, 253–264.
   Google Scholar
• Calhoun, C. (2011). Living with boredom. Sophia, 50, 269–279.
   Web of Science ®Google Scholar
• Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1–32.
   Web of Science ®Google Scholar
• Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical Assessment, Research & Evaluation, 8. Retrieved from (12 October 2010) http://www.PAREonline.net/getvn.asp?v=8&n=13
   Google Scholar
• Cheung, G. W., & Lau, R. S. (2008). Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational Research Methods, 11, 296–325.
   Web of Science ®Google Scholar
• Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.
   Web of Science ®Google Scholar
• Conrad, P. (1997). It’s boring: Notes on the meanings of boredom in everyday life. Qualitative Sociology, 20, 465–475.
   Google Scholar
• Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Ell, F. (2011). Teacher education in New Zealand. Journal of Education for Teaching, 37, 433–440.
   Web of Science ®Google Scholar
• Eren, A. (2009). Exploring the effects of changes in future time perspective and perceived instrumentality on graded performance. Electronic Journal of Research in Educational Psychology, 7, 1217–1248.
   Google Scholar
• Eren, A. (2011). Prospective teachers’ general epistemic curiosity and domain-specific epistemic curiosity: The mediating role of perceived instrumentality. In R. M. Teixeira (Ed.), Higher Education in a state of crisis (pp. 163–183). New York, NY: Nova Science Publishers.
   Google Scholar
• Feiman-Nemser, S. (2008). Teacher learning: How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education (pp. 697–705). New York, NY: Routledge/Taylor & Francis Group.
   Google Scholar
• Fisher, C. (1993). Boredom at work: A neglected concept. Human Relations, 46, 395–417.
   Web of Science ®Google Scholar
• Fraenkel, J. R., & Wallen, N. E. (2010). How to design and evaluate research in education. New York, NY: McGraw Hill.
   Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
   Web of Science ®Google Scholar
• Gjesne, T. (1977). General satisfaction and boredom at school as a function of the pupil’s personality characteristics. Scandinavian Journal of Educational Research, 21, 113–146.
   Google Scholar
• Goetz, T., Frenzel, A., Stoeger, H., & Hall, N. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34, 49–62.
   Web of Science ®Google Scholar
• Goetz, T., & Nett, U. E. (2008). Codebook of the coping with boredom scales. Math related version. Switzerland: Empirical Educational Research, University of Konstanz, Germany/Thurgau University of Teacher Education.
   Google Scholar
• Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–482.
   Web of Science ®Google Scholar
• Grossman, G. M., Onkol, P. E., & Sands, M. (2007). Curriculum reform in Turkish teacher education: Attitudes of teacher educators towards change in an EU candidate nation. International Journal of Educational Development, 27, 138–150.
   Web of Science ®Google Scholar
• Hamilton, J. A., Haier, R. J., & Buchsbaum, M. S. (1984). Intrinsic enjoyment and boredom coping scales: Validation with personality, evoked potential and attention measures. Personality and Individual Differences, 5, 183–193.
   Web of Science ®Google Scholar
• Horstmanshof, L., & Zimitat, C. (2007). Future time orientation predicts academic engagement among first-year university students. British Journal of Educational Psychology, 77, 703–718.
   PubMed Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424–453.
   Web of Science ®Google Scholar
• Husman, J., Derryberry, W. P., Crowson, H. M., & Lomax, R. (2004). Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence. Contemporary Educational Psychology, 29, 63–76.
   Web of Science ®Google Scholar
• Husman, J., & Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34, 113–125.
   Web of Science ®Google Scholar
• Imig, D., Wiseman, D., & Imig, S. (2011). Teacher education in the United States of America, 2011. Journal of Education for Teaching, 37, 399–408.
   Web of Science ®Google Scholar
• Isen, A. M. (2004). Some perspectives on positive feelings and emotions: Positive affect facilitates thinking and problem solving. In A. S. R. Manstead, N. Frijda, & A. Fischer (Eds.), Feelings and emotions (pp. 263–281). New York, NY: Cambridge University Press.
   Google Scholar
• Kim, K. H., & Bentler, P. M. (2006). Data modeling: Structural equation modeling. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 161–175). Mahwah, NJ: Lawrance Erlbaum.
   Google Scholar
• Kline, R. B. (2005). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
   Google Scholar
• Lens, W. (2001). How to combine intrinsic task-motivation with the motivational effects of the instrumentality of present tasks for future goals. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 23–36). New York, NY: Kluwer.
   Google Scholar
• Malka, A., & Covington, M. V. (2005). Perceiving school performance as instrumental to future attainment: Effects on graded performance. Contemporary Educational Psychology, 30, 60–80.
   Web of Science ®Google Scholar
• Mann, S., & Robinson, A. (2009). Boredom in the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, 35, 243–258.
   Web of Science ®Google Scholar
• Maroldo, G. K. (1986). Shyness, boredom, and grade point average among college students. Psychological Reports, 59, 395–398.
   PubMed Web of Science ®Google Scholar
• Martin, A. J. (2011). Courage in the classroom: Exploring a new framework predicting academic performance and engagement. School Psychology Quarterly, 26, 145–160.
   Web of Science ®Google Scholar
• Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Student’s goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523.
   Web of Science ®Google Scholar
• Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. London: Sage.
   Google Scholar
• Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16, 9–33.
   Web of Science ®Google Scholar
• Miller, R. B., DeBacker, T. K., & Greene, B. A. (1999). Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology, 26, 250–260.
   Google Scholar
• Musharbash, Y. (2007). Boredom, time, and modernity: An example from Aboriginal Australia. American Anthropologist, 109, 307–317.
   Web of Science ®Google Scholar
• Nett, U. E., Goetz, T., & Daniels, L. (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences, 20, 626–638.
   Web of Science ®Google Scholar
• Nett, U. E., Goetz, T., & Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36, 49–59.
   Web of Science ®Google Scholar
• Nuland, S. V. (2011). Teacher education in Canada. Journal of Education for Teaching, 37, 409–421.
   Web of Science ®Google Scholar
• Organization for Economic Co-operation and Development (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD.
   Google Scholar
• O’Meara, J. (2011). Australian teacher education reforms: Reinforcing the problem or providing a solution? Journal of Education for Teaching, 37, 423–431.
   Web of Science ®Google Scholar
• Ozcetin, N., & Eren, A. (2010). The effects of perceived instrumentality and future time perspective on students’ graded performance and attitudes regarding English class. International Journal on New Trends in Education and Their Implications, 1, 42–49.
   Google Scholar
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
   Web of Science ®Google Scholar
• Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597.
   Web of Science ®Google Scholar
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91–105.
   Web of Science ®Google Scholar
• Pintrich, P. R., & De Groot (1990). Motivational and self-regulation learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–44.
   Web of Science ®Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891.
   PubMed Web of Science ®Google Scholar
• Ragheb, M. G., & Merydith, S. P. (2001). Development and validation of a multidimensional scale measuring free time boredom. Leisure Studies, 20, 41–59.
   Google Scholar
• Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257–267.
   Web of Science ®Google Scholar
• Rowe, E. W., Kim, S., Baker, J. A., Kamphaus, R. W., & Horne, A. M. (2010). Student personal perception of classroom climate: Exploratory and confirmatory factor analyses. Educational and Psychological Measurement, 70, 858–879.
   Web of Science ®Google Scholar
• Seijts, G. H. (1998). The importance of future time perspective in theories of work motivation. Journal of Psychology, 132, 154–168.
   Web of Science ®Google Scholar
• Simons, J., Dewitte, S., & Lens, W. (2000). Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology, 91, 335–351.
   PubMed Web of Science ®Google Scholar
• Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you’ll know what you learn. British Journal of Educational Psychology, 74, 343–360.
   PubMed Web of Science ®Google Scholar
• Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection. Educational and Psychological Measurement, 69, 493–525.
   Web of Science ®Google Scholar
• Tabachnick, S. E., Miller, R. B., & Relyea, G. E. (2008). The relationships among students’ future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment. Journal of Educational Psychology, 100, 629–642.
   Web of Science ®Google Scholar
• Tidwell, R. (1988). Dropouts speak out: Qualitative data on early school departures. Adolescence, 23, 939–954.
   PubMed Web of Science ®Google Scholar
• Vodanovich, S. J. (2003). Psychometric measures of boredom: A review of the literature. Journal of Psychology, 137, 569–595.
   PubMed Web of Science ®Google Scholar
• Walker, C. O., & Greene, B. A. (2009). The relations between student motivational beliefs and cognitive engagement in high school. Journal of Educational Research, 102, 463–472.
   Web of Science ®Google Scholar
• Watt, J. D., & Ewing, J. E. (1996). Toward the development and validation of a measure of sexual boredom. Journal of Sex Research, 33, 57–66.
   Web of Science ®Google Scholar
• Watt, J. D., & Vodanovich, S. J. (1999). Boredom proneness and psychosocial development. Journal of Psychology, 133, 303–314.
   PubMed Web of Science ®Google Scholar
• Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250.
   Web of Science ®Google Scholar
• Yildirim, A. (2011). Öğretmen eğitiminde çatışma alanları ve yeniden yapılanma [Competing agendas and reform in teacher education]. Uluslararası Eğitim Programları ve Öğretim Dergisi-International Journal of Curriculum and Instructional Studies, 1(1), 1–17.
   Google Scholar
• Yuan, K. H., & Hayashi, K. (2003). Bootstrap approach to inference and power analysis based on three test statistics for covariance structure models. British Journal of Mathematical and Statistical Psychology, 56, 93–110.
   PubMed Web of Science ®Google Scholar
• Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 1–37). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar