ArticleBMC psychology2023
EFL learners' boredom coping strategies: the role of teacher-student rapport and support.
Article in BMC psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It has been retracted, and should not be counted. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Article
- Distinguishing math learning and evaluation anxiety: a structural equation modeling study on pathways from teacher support to academic buoyancy.Frontiers in psychology · 2026Article
- Weathering the virtual storm: state boredom and coping strategies of novice and experienced Iranian EFL teachers in online learning.BMC psychology · 2025Article
- Teacher-Student Relationships and Coping Styles in Chinese Children: The Chain Mediating Role of Peer Relationships and PsychologicalBehavioral sciences (Basel, Switzerland) · 2024Article
Corrections and comments
- Retracted
Authors and funding
1 author.
Funding
Abstract
backgroundA significant issue in the language education context is examining the coping strategies that learners apply to combat boredom in the class environment. As a significant contextual element affecting different dimensions of learners' acquisition, teacher support in general education has been extensively studied but widely neglected in the English as a Foreign Language (EFL) setting. Also, having a relationship with a teacher can help a learner cope better with school challenges as the teacher can act as a reference for the learner.
methodsTo this end, 268 EFL learners participated to fill out the three scales namely, Teacher Support, Teacher-Student Rapport (T-SR), and learners' Boredom Coping Strategies (BCS).
resultsUsing multiple regressions, the results revealed that there are constructive links between these concepts as they affect learners' BCS, and both T-SR and teacher support were predictors of learners' BCS while the better predictor was teacher support.
conclusionsAs a result, it can be assumed that these two elements can enhance the students' BCS in language acquisition which ends in declining boredom. Additionally, this research may have further implications for the team members of language teaching in academic environments.
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