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BackgroundBoredom is a common complaint among students. Boredom was previously found to be negatively associated with academic outcomes, such as academic motivation, strategies, and achievement. It is of interest to understand students’ in‐class boredom, especially factors that might exacerbate it.AimsThe current study examines the influence of teacher's boredom on students’ in‐class boredom and learning experience. It aims to understand the relationship between teacher boredom, students’ perceived teacher boredom, student boredom, and student learning motivation.SampleA total of 437 students (54.8% female, MAge = 14.5 years, SD = 1.6) and 17 of their teachers (29.4% female, 76.5% 40 years old or below) participated in the study.MethodsWe conducted an experience sampling study, in which participants completed a 2‐week diary. Data were analysed using multilevel modelling.Results and ConclusionsResults from multilevel modelling of 2,675 post‐class evaluations indicated that teacher boredom was negatively associated with students’ motivation. However, the relationship between teacher boredom and students’ perceived teacher boredom was not significant, suggesting that students did not accurately perceive whether their teacher was bored. Results from indirect effect analysis further revealed that students’ perception of teacher boredom predicted student learning motivation through student boredom. In other words, perceiving teachers being bored promoted students’ own feeling of boredom, which in turn reduced their learning motivation. Together, these results indicate that when a teacher is bored in class, or when students perceive that their teacher is bored, students would have lower learning motivation.

The present study examined the impact of sleep, stress, and negative activating emotions of high-school teachers on their students' affective experience, academic motivation, and in-class satisfaction. It is hypothesized that teachers' sleep quality and stress have a positive influence on their own nervousness and irritability. With reference to the emotional crossover theory, teachers' nervousness and irritability are hypothesized to intensify students' nervousness and irritability and subsequently dampen their academic motivation and inclass satisfaction. Experience-sampling data were collected from 17 teachers and 437 students from two local high schools in Hong Kong across a 10-school-day period. Multilevel path analysis results revealed that teachers' stress was significantly associated with teachers' nervousness and irritability. Teachers' nervousness, rather than irritability, was subsequently associated with higher levels of nervousness and irritability among students, which, in turn, impaired their in-class satisfaction. There was also a significant negative association between students' irritability and their academic motivation. Results further showed that teachers' stress arising from poor sleep quality was a significant antecedent of the teacher-student emotional crossover, subsequently affecting students' academic motivation and in-class satisfaction. The findings highlight the detrimental effects of teachers' poor sleep and the resulting stress on students' academic and affective experience. Discussion focuses on how to improve teachers' sleep and manage their stress so as to enhance students' in-class emotions and academic motivation.

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The effects of a delayed school start time by one hour were examined at a boarding school in Hong Kong. Two cohorts of high school students (N = 228; 61.8% female) were recruited respectively before and after a school start time changed from 7:30am to 8:30am. Both cross-cohort and within-cohort longitudinal comparisons yielded significant increase in total sleep time. Cross-cohort comparison yielded improvement in sleep quality, insomnia, life satisfaction, and psychological distress. Longitudinal data suggested that the longer the additional sleep time, the better was sleep quality, day-time functioning, and subjective wellbeing.It is recommended that adolescents between the ages 13 and 18 should regularly get eight to 10 h of sleep each night (Carskadon

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Youth referred to mentoring programs vary considerably in the range and severity of difficulties (i.e., behavioral, internalizing, social and academic) and environmental challenges they face. However, their patterns of risk and corresponding consequences for mentoring have rarely been investigated. This study draws on data for youth participants in 30 mentoring programs ( n = 2,165, 55.1% females) to examine patterns of presenting challenges. Four profiles emerged using three-step latent profile analyses . Profiles with more intensive symptoms were associated with more environmental stressors. Moreover, there were significant differences between profiles in youth-perceived relationship attributes, including closeness, youth-centeredness, growth focus and mentor-mentee relational health. The profile with the highest externalizing and social challenge indicators scored the lowest across these four relational indices. The results highlight variability of youth risk at baseline, and its differential impact on mentoring relationship outcomes. Implications for mentoring programs are discussed.

This study examined how well the Posttraumatic Growth Inventory (PTGI; Tedeschi & Calhoun, 1996) corresponds with self-reported pre-to posttrauma changes in related constructs, including sense of purpose in life, religiosity, and social support. Participants were 328 low-income mothers (85.2% non-Hispanic Black) who survived Hurricane Katrina and completed surveys approximately 1 year predisaster (Time 1), 4 years postdisaster (Time 2), and 12 years postdisaster (Time 3). PTG was assessed at Time 2 and Time 3, and related constructs were assessed at all waves. Pre-to postdisaster changes in the following related constructs were significantly associated with the corresponding PTGI subscales: purpose in life with Relating to Others, Personal Strength, and New Possibilities; religiosity with Spiritual Change; and perceived social support with Relating to Others. The results demonstrate a link between a number of self-reported pre-to posttrauma psychological changes measured over time and the PTGI. Replication of these results using measures more closely aligned to the PTGI subscales, among more representative samples and in the aftermath of other traumatic events, is warranted.