The Structural Equation Modeling of Students' Boredom based on Implicit Theories of Intelligence, Meaning of Life and Support from Perceived Autonomy

The aim of present research was investigate the structural equation modeling of students' boredom based on implicit theories of intelligence, meaning of life and support from perceived autonomy.

The present study was descriptive from type of correlation. The research population was secondary high school students of Tehran city in the 2018-19 academic years, which number of 400 people of them were selected as a sample by multi-stage cluster sampling method. The research tools were including the subscale of boredom to class in achievement emotion questionnaire (Pekrun et al, 2002), subscale of entity belief intelligence in implicit theories of intelligence scale (Abd-El-Fattah & Yates, 2006), meaning of life questionnaire (Steger et al, 2006) and support from perceived autonomy scale (Williams & Deci, 1996). Data were analyzed with methods of Pearson correlation coefficients and structural equation modeling in SPSS and LISREL software.

The findings showed that the model of students' boredom based on entity belief intelligence, meaning of life and support from perceived autonomy had a good fit. The other findings showed that the entity belief intelligence had a direct and positive effect on students' boredom and meaning of life and support from perceived autonomy had a direct and negative effect on students' boredom (P<0.05).

The results showed the direct effect of entity belief intelligence, meaning of life and support from perceived autonomy on students' boredom. Therefore, to reduce students' boredom can be designed and implemented programs to decrease the entity belief intelligence and increase meaning of life and support from perceived autonomy.