Instructional teaching quality facilitates learning and promotes affective, motivational, behavioral and cognitive development of students. It was analyzed the role that instructional teaching quality, task value, self-efficacy and boredom on attention in class have. Argentinian university students (N = 454, 84% women) completed self-reports that measured the variables under study. The path analysis showed that only one of the four models analyzed showed a good fit to the data and explained 54% of attention in class variance. It was found that instructional teaching quality predicts task value, academic self-efficacy and boredom in class; task value and academic self-efficacy affect boredom and attention in class, while academic self-efficacy influences on task value; and boredom is the strongest predictor of attention in class. Instructional teaching quality, task value and academic self-efficacy added indirect effects on boredom and attention in class. In this way teachers behavior and student motivation are fundamental in reducing boredom and increasing attention in class.