Testing assumptions proposed by Frenzel's reciprocal model of teacher emotions (e.g., Frenzel, 2014), this study explored relations between teachers' appraisals concerning the attainment and importance of their teaching goals, and their emotions. Specifically, we addressed teachers' goals of high student performance, motivation, discipline, and high-quality teacher-student relationship and three key discrete emotions, namely, enjoyment, anger, and anxiety, during teaching. We had 244 secondary school teachers (70.1% female) self-report their goal attainment and importance appraisals and emotional experiences with respect to up to three different classes they currently taught. Results from single-and two-level multivariate multiple regression analyses largely supported the relevance of the goal attainment appraisals for teachers' emotions both on the between-person and the within-person level. Goal importance appraisals proved to be of secondary relevance. On the between-person level, those teachers who positively appraised the attainment of motivation, discipline, and teacher-student relationship quality proved to report more enjoyment and less anxiety and anger. On the within-person level, teachers reported enjoying teaching those classes more, which they perceived as better performing, more motivated and disciplined, and with whom they had a better relationship. Anger and anxiety were negatively linked to appraisals pertaining to the attainment of discipline and teacher-student relationship quality. Across both analysis perspectives, teacher-student relationship quality attainment showed particularly strong links with all three emotions. Because teachers' subjective evaluations regarding student behaviors were shown to be highly relevant for their emotions, we conclude that teachers could be supported in modifying their emotional experiences through cognitive reappraisal. Interventions targeting teachers' relationships with students, and their cognitive judgments thereof, seem particularly promising.

Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredom has adverse consequences in both work and achievement-related settings. The present study investigates latent correlations of 1.484 adolescents’ (Mage = 13.23) mathematics boredom scores at three time points during a semester in 2018/19 and their Rasch scaled health-related quality of life (HRQoL). Moreover, we applied latent growth curve modeling to estimate boredom trajectories across the semester and determined the relationship between the latent growth parameters of student boredom and HRQoL in bivariate correlation analyses. Our results show that boredom is significantly negatively linked with all HRQoL dimensions (physical well-being, psychological well-being, autonomy and parent relation, social support and peers, school environment [SCH], and general HRQoL [GH]). Furthermore, stronger increases in boredom across the semester were negatively associated with SCH scores and GH. In conclusion, given that boredom is negatively linked with HRQoL and that stronger boredom growth is linked with more severe health-related problems, signs of academic boredom could be an early warning signal for adolescents’ potentially severe problems.

The years of adolescence are significant to the individual course of musical development. Individually various trajectories are taken during this period, which may result in considerable differences between persons. The mechanisms and reasons which lead to these differences are often subject to music-related psychological and educational research. The psychometric construct musical self-concept can be used to measure musical dimensions in peoples′ life. The study presented in this paper mainly aims toward verifying the factor structure of the initial Musical Self-Concept Inquiry (MUSCI), a measuring tool for musical self-concept, in a sample of (German) students at the level of secondary education. Further aims are the respecification of the underlying factor model, as well as the validation of the renewed subfacets of the MUSCI with music-specific background variables, and the psychometric construct musical sophistication. Data of 516 students are presented, comprising musical self-concept and self-assessed musical sophistication as well as music-specific and demographic background variables. Data analyses included confirmatory factor analysis, reliability measurement, and correlational analyses. The renewed factor model shows a good fit to the data (χ2/df = 1.822; RMSEA = .040; TLI = .921; CFI = .935), and good subscale reliabilities (α = .635 to α = .828). The relationships between the renewed subfacets of the MUSCI with musical sophistication and music-specific variables have been defined to analyze concurrent validity. We conclude from these analyses that the adjusted version of the MUSCI (labeled as MUSCI_youth) can be used for measuring the musical self-concept of persons at young age.

Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawing conclusions about students’ behavior and personality. We, therefore, investigated if low- vs. high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavioral (social and emotional problems, positive/negative affect, cognitive reappraisal, and expressive suppression), and personality variables (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low vs. high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for all variables. In conclusion, our results suggest that high boredom can occur in both low- and high-achieving students and that bored low- and high-achievers show similar behaviors and personality profiles.

Many applications rely upon a tuple space within distributed system middleware to provide loosely coupled communication and service coordination. This paper describes an approach for measuring the throughput and response time of a tuple space when it handles concurrent local space interactions. Furthermore, it discusses a technique that populates a tuple space with tuples before the execution of a benchmark in order to age the tuple space and provide a worst-case measurement of space performance. We apply the tuple space benchmarking and aging methods to the measurement of the performance of a JavaSpace, a current example of a tuple space that integrates with the Jini network technology. The experiment results indicate that: (i) the JavaSpace exhibits limited scalability as the number of concurrent interactions from local space clients increases, (ii) the aging technique can operate with acceptable time overhead, and (iii) the aging technique does ensure that the results from benchmarking capture the worst-case performance of a tuple space.