Examining Texting in the Classroom Between Adolescents Without and With Learning Disabilities: Do Classroom Climate and Academic Boredom Matter?

This study examined the extent and underlying factors of texting in the classroom—via written SMS and instant social media messages—among Greek junior high school adolescents without and with learning disabilities (LD). Results from 847 students showed that both groups engaged in above-average texting during the Modern Greek language course, with students with LD texting more frequently through instant social media messages. Applying Social Cognitive Theory, the study found that academic boredom mediated the relationship between perceived classroom climate and texting behavior: fully for students without LD and partially for those with LD, indicating that classroom climate influences texting both directly and indirectly through boredom, especially among students with LD. The findings suggest differentiated psychoeducational interventions focusing on enhancing classroom climate and reducing academic boredom to mitigate disruptive texting, with implications for tailored teaching strategies that consider the distinct needs of students with and without LD.