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Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio‐contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non‐immigrant backgrounds. A total of 1065 seventh‐grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student–teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies. [ABSTRACT FROM AUTHOR]

The study examined the influence of perceived stress, work-family conflict and work engagement on the psychological well-being of working nursing mothers in Ibadan metropolis, Oyo state. Descriptive survey method was employed for this study. A sample of three hundred andfourteen -working nursing mothers was randomly selected among the population of -working women infive local government areas within Ibadan metropolis. The age of the participants was from 20-45years with a mean age of 28.80. Four standardized instruments; Ryff Psychological well-being Scale (r=0.73), Perceived Stress Scale (r= 0.77), Work-family Conflict Scale (r=0.75) and Utrecht Work Engagement Scale (r=0.84) was used. The statistical data analyses utilized are Pearson Product Moment Correlation and multiple regressions. Results indicate that psychological well-being negatively correlates with perceived stress (r = -.974, p<0.01), and workfamily conflict (r= -.785 p<0.01), however, positive correlation was recorded with work engagement (r= .492, p<0.01). Resultfurther showed a significant combined contribution of perceived stress, work-family conflict, and work engagement on psychological well-being (yielding a coefficient of multiple regressions R= 0.605, multiple R2 = 0.366 and adjusted R2 =.355). Also, perceived stress, work-family conflict and work engagement are potent predictors of psychological well-being of working nursing mothers. The most potent factor was work engagement (fi= .101, t = 7.051, P<0.01) -workfamily conflict (ft = -.074, t =- .2.437, P<0.05) and perceived stress (ft = - .974, t = -47.590, P<0.01). To this end, it is recommended that stress management trainings should be organized regularly to help -working nursing mothers attain a balance in work and family life, mediate and reduce stress and ultimately improve the psychological well-being of working nursing mothers. Also, working conditions and organizational policies should also be tailored to encourage employee engagement as this will also boost performance and productivity. [ABSTRACT FROM AUTHOR]