Academic Boredom in Medical Students: The Role of Perceived Classroom Goal Structures and Task Value

Introduction: Academic boredom is a prevalent issue in educational settings, affecting a significant proportion of students, therefore, Identifying its underlying factors is crucial. This study aimed to predict academic boredom among medical students based on their perceptions of classroom goal structure and task value. Methods: This is a cross-sectional correlational study. The statistical population included all medical students at Kashan University of Medical Sciences during the year 2024, from which 435 students were selected through stratified random sampling. Participants completed Midgley’s Perceived Classroom Goal Structure Questionnaire, Pintrich’s Task Value Scale, Pekrun’s Academic Boredom Questionnaire, Li’s Trait Boredom Scale, and a demographic questionnaire form. Data were analyzed using multiple regression analysis. Results: The results showed that after controlling for the effects of age, gender, and students' trait boredom, the variables of task value (β=-0.270, P<0.001) and mastery-oriented goal structure (β=-0.239, P<0.001) were negatively and significantly associated with academic boredom, while performance-avoidance goal structure (β=0.111, P=0.029) was positively and significantly particioated academic boredom in students. Overall, 32.3% of the variance in students' academic boredom was explained by the model. Conclusion: The findings of this study suggest that a mastery-oriented classroom goal structure and students' perceptions of intrinsic task value can help reduce academic boredom. In contrast, a performance-avoidance goal structure may increase academic boredom. These findings emphasize the importance of implementing educational strategies that highlight the intrinsic value of tasks and promote mastery goals rather than focusing on competition and failure avoidance, thereby contributing to reducing academic boredom and enhancing the educational experience of medical students.