سیده آزاده صدر
دلزدگی حالتی و راهبردهای مقابله ای معلمان ایرانی تازه کار و باتجربه انگلیسی به عنوان یک زبان خارجی در کلاس های برخط : تاثیرات بر خودکارامدی معلمان
- دانشجو
- سیده آزاده صدر
- استاد راهنما
- معصومه استاجی
- استاد مشاور
- مهناز مصطفائی علائی
- استاد داور
- اسمعیل علی سلیمی
- رشته تحصیلی
- آموزش زبان انگليسي
- مقطع تحصیلی
- کارشناسی ارشد
- تاریخ دفاع
- ۱۰ بهمن ۱۴۰۱
- ساعت دفاع
- چکیده
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Teachers and students frequently experience positive and negative emotions in EFL .۰۰۳), with novice teachers experiencing more boredom in online .۰۰۲), with experienced teachers utilizing a wider range of coping strategies to deal with their state boredom. Finally, the results of regression weight for the prediction model revealed that experience was not a significant moderator for the predictability power of state boredom over sense of self-efficacy (p = .۳۶ > .۰۵). The qualitative results of the study, using MAXQDA, also illuminated that novice and experienced teachers differed in their perceptions of boredom in online settings. In particular, novice teachers mostly perceived boredom as attention failure, while the experienced ones had a deeper perception, such as losing motivation and enthusiasm. Further analyses supported that although there were some similarities in the utilized strategies, the experienced teachers’ strategies were affected by their teaching experience, making them use more cognitive-avoidance strategies, such as changing lesson plans and content, more than the novice teachers. The findings also revealed that state boredom influenced both groups of novice and experienced teachers’ teaching self-efficacy in online >
- Abstract
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Teachers and students frequently experience positive and negative emotions in EFL .۰۰۳), with novice teachers experiencing more boredom in online .۰۰۲), with experienced teachers utilizing a wider range of coping strategies to deal with their state boredom. Finally, the results of regression weight for the prediction model revealed that experience was not a significant moderator for the predictability power of state boredom over sense of self-efficacy (p = .۳۶ > .۰۵). The qualitative results of the study, using MAXQDA, also illuminated that novice and experienced teachers differed in their perceptions of boredom in online settings. In particular, novice teachers mostly perceived boredom as attention failure, while the experienced ones had a deeper perception, such as losing motivation and enthusiasm. Further analyses supported that although there were some similarities in the utilized strategies, the experienced teachers’ strategies were affected by their teaching experience, making them use more cognitive-avoidance strategies, such as changing lesson plans and content, more than the novice teachers. The findings also revealed that state boredom influenced both groups of novice and experienced teachers’ teaching self-efficacy in online >