{"title":"外语教师厌烦情绪量表的因子结构和心理测量特性","authors":"Mariusz Kruk , Mirosław Pawlak , Majid Elahi Shirvan , Tahereh Taherian","doi":"10.1016/j.system.2024.103403","DOIUrl":null,"url":null,"abstract":"<div><p>The attention of researchers in the field of second language acquisition (SLA) has recently been drawn to boredom, recognized as one of the most prevalent and distressing emotions experienced by second and/or foreign language (L2) students. However, studies delving into boredom experienced by L2 teachers rather than learners are few and far between. This oversight is significant, considering that the emotions of both learners and teachers are bound to interact and feed into each other in classroom settings. In order to address this gap, the present research aimed to examine the factor structure and psychometric properties of the L2 Teacher Boredom Scale (L2TBS). The questionnaire was administered to 225 L2 teachers from different countries (e.g., Poland, Turkey, Hungary, Iran, USA). Data were subjected to exploratory factor analysis, confirmatory factor analysis and exploratory structural equation modeling (ESEM). The results identified the ESEM solution as the optimal model for measuring L2TBS. Five factors contributing to teacher boredom were identified: (F1) repetitiveness and monotony, (F2) inefficient communication, (F3) lack of satisfaction, (F4) lack of creativity, and (F5) lack of interest. The analysis also provided evidence for measurement invariance across gender, age, education and years of teaching experience.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103403"},"PeriodicalIF":4.9000,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Factor structure and psychometric properties of the L2 teacher boredom scale\",\"authors\":\"Mariusz Kruk , Mirosław Pawlak , Majid Elahi Shirvan , Tahereh Taherian\",\"doi\":\"10.1016/j.system.2024.103403\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The attention of researchers in the field of second language acquisition (SLA) has recently been drawn to boredom, recognized as one of the most prevalent and distressing emotions experienced by second and/or foreign language (L2) students. However, studies delving into boredom experienced by L2 teachers rather than learners are few and far between. This oversight is significant, considering that the emotions of both learners and teachers are bound to interact and feed into each other in classroom settings. In order to address this gap, the present research aimed to examine the factor structure and psychometric properties of the L2 Teacher Boredom Scale (L2TBS). The questionnaire was administered to 225 L2 teachers from different countries (e.g., Poland, Turkey, Hungary, Iran, USA). Data were subjected to exploratory factor analysis, confirmatory factor analysis and exploratory structural equation modeling (ESEM). The results identified the ESEM solution as the optimal model for measuring L2TBS. Five factors contributing to teacher boredom were identified: (F1) repetitiveness and monotony, (F2) inefficient communication, (F3) lack of satisfaction, (F4) lack of creativity, and (F5) lack of interest. The analysis also provided evidence for measurement invariance across gender, age, education and years of teaching experience.</p></div>\",\"PeriodicalId\":48185,\"journal\":{\"name\":\"System\",\"volume\":\"125 \",\"pages\":\"Article 103403\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2024-07-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"System\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0346251X24001854\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X24001854","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Factor structure and psychometric properties of the L2 teacher boredom scale
The attention of researchers in the field of second language acquisition (SLA) has recently been drawn to boredom, recognized as one of the most prevalent and distressing emotions experienced by second and/or foreign language (L2) students. However, studies delving into boredom experienced by L2 teachers rather than learners are few and far between. This oversight is significant, considering that the emotions of both learners and teachers are bound to interact and feed into each other in classroom settings. In order to address this gap, the present research aimed to examine the factor structure and psychometric properties of the L2 Teacher Boredom Scale (L2TBS). The questionnaire was administered to 225 L2 teachers from different countries (e.g., Poland, Turkey, Hungary, Iran, USA). Data were subjected to exploratory factor analysis, confirmatory factor analysis and exploratory structural equation modeling (ESEM). The results identified the ESEM solution as the optimal model for measuring L2TBS. Five factors contributing to teacher boredom were identified: (F1) repetitiveness and monotony, (F2) inefficient communication, (F3) lack of satisfaction, (F4) lack of creativity, and (F5) lack of interest. The analysis also provided evidence for measurement invariance across gender, age, education and years of teaching experience.
期刊介绍:
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.