In experience sampling during lessons, tired was the only feeling rated above the scale midpoint, and positive feelings (calm, happy, relaxed) ranked second to fourth, ahead of stressed and bored¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In-the-moment measures showed tired most frequent, followed by positive feelings, with stressed fifth and boredom sixth. → Moeller 2017

Evidence¶

Moeller 2017¶

Moeller, J., Brackett, M. A., Ivcevic, Z., & White, A. E. (2017). High school students' feelings: Discoveries from a large national survey and an experience sampling study. Preprint / self-archived. https://scholar.google.com/scholar?q=High+school+students%E2%80%99+feelings+Moeller+Brackett+Ivcevic+White

q2 · i? · associational · r1

Four-week ESM study (472 students, five Connecticut public high schools, 18,610 responses, three signals per school day) with 13 single-item feelings rated 1-4. In-the-moment measures showed "positive feelings like calm, happy, and relaxed came in second, third, and fourth place".

"Although 'tired' was again the most frequently experienced feeling, positive feelings like calm, happy, and relaxed came in second, third, and fourth place, followed by stressed (place 5) and boredom (place 6)."

Discussion¶

Related Claims¶

• Study 2 replicated the open-ended findings: seven of the ten most frequently mentioned feelings were the same across both studies, including tired, stressed, and bored as the three most frequent negative feelings — related
• In open-ended responses to a national survey, about three-quarters of the feelings US high school students reported about school were negative, with tired, stressed, and bored the most frequent — related
• On retrospective rating scales, US high school students reported feeling stressed 79.83% and bored 69.51% of the time, with positive feelings (46.60%) slightly exceeding negative feelings (40.67%) — related
• Contrary to prior situational-measure findings, female students in the ESM study reported lower positive and higher negative situational feelings, including significantly higher situational anxiety with a small effect (β = .158**) the authors question for practical relevance — related