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Background: Epidemics are associated with increased burden of psychological distress. However, the role of boredom on mental health during epidemic periods has seldom been explored. Objective: This study attempted to examine the effect of state boredom on psychological outcomes, and the role of media use and meaning in life among the indirectly exposed Chinese adults in the initial phase of the COVID-19 outbreak. Method: An online survey was administered to 917 Chinese adults on 28 January 2020 (1 week after the official declaration of person-to-person transmission of the coronavirus). Selfreport questionnaires were used to assess state boredom, anxiety, depression, stress, media use and meaning in life. Moderated mediation analysis was conducted. Results: Our results indicated that the effect of state boredom on anxiety and stress, but not depression, were mediated by media use and that sense of meaning in life modified this association. Meaning in life served as a risk factor, rather than a protective factor for the negative psychological outcomes when people experienced boredom. The association between boredom and media use was significant for high but not low meaning in life individuals. Conclusion: These findings demonstrated that boredom and media use were associated with an increased burden or psychological distress in the sample. It is important to pay attention to the possible negative impact of boredom and media use during COVID-19, and find more ways to cope with boredom, especially those with high presence of meaning in life.

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This study investigated the effects of social-emotional competency on pupils’ academic achievement, academic emotions and attitudes, and interpersonal relationships. Participants were 7106 fourth-grade and fifth-grade students in western China. The results were: (1) social-emotional competency positively predicted pupils’ academic achievement (including reading, mathematics, and science); (2) social-emotional competency predicted pupils’ academic emotions and attitudes, including learning anxiety and interest, and academic emotions and attitudes played a mediating role in the relation between social-emotional competency and academic achievement; and (3) social-emotional competency positively predicted pupils’ interpersonal relationships, including peer relationships and teacher–student relationships, and interpersonal relationships played a mediating role in the relation between social-emotional competency and academic achievement. These findings highlighted the importance of social-emotional competency to child development in western China, where many children might lack their parents’ company.

The COVID-19 outbreak put health threat to people globally, and self-quarantine was suggested by the Chinese government to contain the outbreak. In self-quarantine, media was the most important way to get information about the outbreak. However, the relationship between media involvement and death anxiety, and the underlying mechanism are poorly understood. We conducted an online survey of 917 participants to assess the media involvement and other potential factors (empathy, sympathy and affect) which might affect death anxiety. Correlation analysis and mediation models were conducted to examine the relationship between media involvement and death anxiety, and the possible mediating roles of empathy, sympathy, and affect. It was found that media involvement was positively associated with death anxiety. Empathy, sympathy, and negative affect played mediating roles between them. However, empathy and sympathy act differently in the association, as empathy could lead to the increase of negative affect, while sympathy did not.