TY - JOUR AU - Ekatushabe, Margaret AU - Kwarikunda, Diana AU - Muwonge, Charles M. AU - Ssenyonga, Joseph AU - Schiefele, Ulrich PY - 2021 DA - 2021/03/29 TI - Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students JO - International Journal of STEM Education SP - 8 VL - 8 IS - 1 AB - Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students’ reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56% females) randomly selected 9th grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. SN - 2196-7822 UR - https://doi.org/10.1186/s40594-021-00272-5 DO - 10.1186/s40594-021-00272-5 ID - Ekatushabe2021 ER -