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Trust is crucial to the public’s compliance with policies and rules released by governments, particularly in times of the coronavirus disease 2019 (COVID-19) pandemic. However, it remains unclear whether and to what extent late adolescents’ interpersonal and institutional trust fluctuated from the pre-COVID-19 pandemic to the lasting phase of the COVID-19 pandemic. The present study uses three-wave longitudinal data from the Youth Got Talent (YGT) project to address this gap (n = 1,423; 43% boys; Mage = 17.85, SD = 1.95). Latent basis growth curve models showed that interpersonal trust remained relatively stable over time. In contrast, institutional trust temporarily increased from pre-COVID-19 pandemic (Fall 2019) to the initial phase of the COVID-19 pandemic (Spring 2020) and subsequently, decreased during the lasting phase of the COVID-19 pandemic (Fall 2020). These results enhance our understanding of trust among late adolescents and have implications for policies aiming to manage the COVID-19 pandemic.

Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that effectively develops students’ capacities for self-control. However, existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three school discipline components (i.e., structure, support, and teacher-student relationship) and self-control from preschoolers to high school students. Based on 68 studies reporting 278 effect sizes (N = 57,798), the results revealed that the overall effect size for the association between school discipline and self-control was small to medium (r = .190, p < .001, 95% confidence interval [.151, .229]). Moderator analyses showed that effect sizes were similar in magnitude across school discipline components, gender and age of students, region, report informant of school discipline measures, reliability of school discipline and self-control measures, and research design. The effect sizes were stronger for the studies using self-report measures to assess self-control (compared to studies using observation/tasks or other-informant measures) and for studies that examined general self-control (compared to cognitive self-control). Moreover, the effect sizes for the association between school discipline and social-emotional self-control were stronger for older students. These findings point to the importance of school discipline associated with individual differences in self-control in students from preschool to high school.

Liquid–liquid extraction (LLE) and solid-phase microextraction (SPME) methods were applied to extract the aroma compounds of rum. Aroma compounds were separated and analyzed with gas chromatography–mass spectrometry of DB-WAXetr capillary columns. One hundred and twelve compounds, including alcohols, esters, aldehydes, ketones, phenols, acids, and other compounds, were identified by two extraction methods. Among them, 88 and 74 compounds were identified by SPME and LLE, respectively. SPME and LLE methods were suitable for the qualitative and semi-quantitative analysis of rum, respectively. Principal component analysis results showed that the first principal component (PC1) and the second principal component (PC2) explained 80.9% of the difference in variable samples (PC1 = 52.7%, PC2 = 28.2%), which can represent the variable characteristics of the samples. The extraction effects of LLE and SPME on the aroma compounds of rum obviously differed, however, the aroma compounds obtained by the two extraction methods can complement each other. Supplemental data for this article is available online at at [publisher’s weblink].

Additional file 1.

Self-control plays a significant role in positive youth development. Although numerous self-control challenges occur during adolescence, some adolescents control themselves better than others. Parenting is considered a critical factor that distinguishes adolescents with good self-control from those with poor self-control, but existing findings are inconsistent. This meta-analysis summarizes the overall relationship between parenting and self-control among adolescents aged 10 to 22 years. The analysis includes 191 articles reporting 1,540 effect sizes ( N = 164,459). The results show that parenting is associated with adolescents’ self-control both concurrently ( r = .204, p < .001) and longitudinally ( r = .157, p < .001). Longitudinal studies also reveal that adolescents’ self-control influences subsequent parenting ( r = .155, p < .001). Moderator analyses show that the effect sizes are largely invariant across cultures, ethnicities, age of adolescents, and parent and youth gender. Our results point to the importance of parenting in individual differences in adolescent self-control and vice versa.