Background: Sleep is an important physiological process for humans. University students in most resource limited countries often report poor sleep quality due to changing social opportunities and increasing academic demands. However, sleep quality among university students has not been studied in Ethiopia. Thus, this study assessed sleep quality and its demographic and psychological correlates among university students. Methods: A cross-sectional survey was conducted in two universities in Ethiopia. Multistage sampling procedures were used to enroll 2,817 students into the study. A self-administered structured questionnaire including the Pittsburgh Sleep Quality Index (PSQI), the Depression Anxiety Stress Scale-21, the Perceived Stress Scale (PSS) and selected modules of the World Health Organization STEPS instrument was used for the study. This research included 2,551 students. Frequency, median, mean with standard deviation and 95% confidence interval were used to characterize sleep quality and other variables. Analysis of variance and binary logistic regression procedures were also used. Result: The prevalence of poor sleep quality (total PSQI score > 5) was 55.8% (1,424). Female students (adjusted odds ratio (AOR) 1.23; 95% CI: 1.00, 1.57), second year (AOR 2.91; 95% CI: 2.1, 4.02) and third year students (AOR 2.25; 95% CI 1.62, 3.12) had statistically significant higher odds of poor sleep quality. Perceived stress level and symptoms of depression and anxiety were strongly associated with sleep quality. Conclusion: A substantial proportion of university students are affected by poor sleep quality. If our results are confirmed in prospective studies, health promotion and educational programs for students should emphasize the importance of sleep and mental health.
[Copyright of BioMed Central Ltd. Full article may be available at the publisher's website:
http://dx.doi.org/10.1186/1471-244X-12-237]

Childhood maltreatment of various types has been associated with onset of depression in adults. Previous epidemiological studies in Asian countries have confirmed a high level of childhood maltreatment, especially physical maltreatment. Yet, depression appears to be less prevalent in Asian countries than in western cultures. This study aimed to investigate the protective effect of a Chinese cultural factor, namely filial piety, against clinical depression. The study also aimed to examine the relation between filial piety, childhood maltreatment-specific inferences and adult inferential styles, so as to understand the mechanism of how filial piety protects against depression in Chinese population. Depressed outpatients (n = 80) and community controls (n = 80) were recruited from a psychiatric out-patient clinic and from community centres respectively. The two groups were compared on levels of filial piety, adult inferential styles and levels of childhood maltreatment. Depressed participants, compared to community controls, had higher levels of reported experiences of childhood maltreatment and lower levels of filial piety. Filial piety moderates adult negative inferential style and global belief of maltreatment through interacting with reported experiences of childhood maltreatment. Such moderation effect was found only in physical and emotional child maltreatment experiences, but not in sexual child maltreatment. Filial piety might be a protective factor against depression through its moderating effect on explanations and global belief of childhood maltreatment experiences.
[Copyright of Informa Healthcare. Full article may be available at the publisher's website:
http://dx.doi.org/10.3109/09540261.2010.544645]

Two samples of Hong Kong college students completed the English and the Chinese version of the Multidimensional Orientation Toward Dying and Death Inventory (MODDI-F), respectively. Results show substantially lower coefficients of internal consistency in the English version when compared with its Chinese counterpart. The construct validity of the instrument, i.e., the statistical relationships between its subtests, was confirmed. Whenever available, the use of a questionnaire that is worded in the participants' mother tongue is recommended.
[Copyright of Psychological Reports is the property of Ammons Scientific Ltd. Full article may be available at the publisher's website:
http://dx.doi.org/10.2466/03.07.12.PR0.110.3.1026-1028]

Background: There is currently ongoing debate in Hong Kong between the teachers' union and the Government on the reduction of large class size (typically more than 40 students) in secondary schools and whether smaller class sizes might facilitate improvements in teaching and learning. In fact, many Hong Kong secondary schools have already started to experiment with class size reduction. This study seeks to investigate from the students' perspective how class size reduction might alleviate one key psychological aspect of learning in Hong Kong and Asia, namely language learning anxiety. Research has shown that language learning anxiety can have a debilitating effect on students' classroom behaviour, and this study seeks to examine whether exposure to learning in a smaller class informs such findings.
Purpose: This small-scale exploratory study aims to examine whether, and how, class size reduction might help to alleviate language learning anxiety, which has long been seen as an obstacle to second language acquisition.
Method: This study employed multiple case studies in four Hong Kong secondary schools. Each case constituted one teacher teaching English language to first language Chinese students in a reduced-size class (where class size was between 21 and 25 students) and a large class (where class size was between 38 and 41 students) of the same year grade, and of similar academic ability. Multiple interviews were conducted with the four teachers, and data stemmed from group and individual interviews with 231 students. Student interview questions focused on their perspectives and experiences of studying in large and reduced-size classes. A total of 78 lessons were also observed across the four case studies. The data were analysed to identify any emergent patterns and themes.
Findings: The research findings indicate that students reflect on their experiences of studying in reduced-size classes in a mature and confident way. Students reported that smaller

One hundred and thirty-eight Hong Kong and 195 Shanghai in-service teachers participated in this study. Three different scales were used namely the trait anxiety scale, the self-esteem scale and the teaching anxiety scale. Each scale was translated from English into Chinese. This study aims to compare the teaching anxiety level of in-service teachers in Hong Kong and Shanghai, and from a psychological perspective, it also aims to find out if trait anxiety and self-esteem can predict teaching anxiety. Overall, the study found that Hong Kong in-service teachers had higher teaching anxiety than their Shanghai counterparts. In addition, it was found that teaching anxiety was predicted by both trait anxiety and self-esteem as assumed. Teaching anxiety has been found to have many negative effects on both students and teachers. Thus, based on results from the questionnaires, factors that may reduce teaching anxiety of Hong Kong in-service teachers were suggested by interviewing 10 Hong Kong in-service teachers who also participated in the first part of the study, and their suggestions could be applied to professional developmental courses in reducing teaching anxiety for in-service teachers.