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Purpose: This study investigated whether family-school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher education. The authors aim to hypothesize that the direct and indirect effects would vary by race/ethnicity. Design/methodology/approach: Participants were 1,872 incoming first-year female students from a large, racially/ethnically diverse urban public university. They were classified into four racial/ethnic groups: 22% Asian American (n = 403), 11% Black (n = 209), 46% Latina (n = 865), and 21% White (n = 395). Data were collected from institutional records and an online student pre-matriculation survey. Multigroup structural equation modeling (SEM) was performed to explore the structural relations among key variables. Findings: Family-school conflict was negatively associated with help-seeking in all racial/ethnic groups, whereas family-school conflict was negatively associated with time management only for Latina students. In addition, family-school conflict indirectly predicted time management and help-seeking through increased emotion regulation, particularly among Latina students. Originality/value: In considering racial heterogeneity, the results showed the importance of analyzing racial/ethnic groups separately to obtain more accurate information on self-regulation mechanisms in family-school conflict contexts.

This study examines whether self-efficacy predicted academic success (via self-regulation) for first-generation and continuing-generation college students (Model 1) and among various racial/ethnic groups (Model 2). The 3,316 ethnically diverse incoming freshmen from a large, urban, public university (53% first-generation) participated in this study (43% Latinx, 24% Asian American, 23% White, and 10% Black). Participants' ages ranged from 16 to 23 (M = 17.97, SD = 0.41). Prior to matriculation, participants completed the online institutional survey, including items exploring self-efficacy and self-regulation. This study distinguishes between emotional and behavioral aspects of self-regulation. To assess academic success outcomes, first-semester grade point averages and first-to-second year retention rates were collected from institutional data. Significant direct and indirect paths varied by generational status as well as race/ethnicity. Two types of self-regulation--emotional and behavioral regulation--had divergent effects. Increased behavioral regulation but decreased emotional regulation enhanced academic success. Findings highlight that differentiated interventions should be provided to meet diverse needs.

This study examines the early departure pathways of first-time freshmen university students to better understand the intersection of financial and time-related constraints that affect first-generation and low-income Black and Latinx students. Data from 50 interviews with students who experienced an early departure from a four-year university suggest that students' financial barriers are heightened as they matriculate because they are unsuspecting of the hidden costs of college. In turn, the financial- and time-related barriers operate as a double disadvantage that consequently pushes students out of higher education. The student's financial commitments and responsibilities become unmanageable and this is exacerbated by precarious family contexts, processes, and haphazard timing associated with limited financial resources. This study contributes to current research by expanding sociological theory related to the factors that contribute to persistent educational attainment inequalities along ethnoracial and socioeconomic lines, as well as informing policies and practices across higher education.

High school students' academic preparation (e.g. high school GPA, ACT composite score, AP credits earned) predicts and helps explain their academic performance at college. However, the effects of noncognitive factors on college success is less clear. This study examined the effects of adding high school students' (N = 2279) self-efficacy, motivation, sense of belonging and academic goal engagement to academic preparation, on academic success in college using structural equation modeling. Two models were compared: the basic model which included only academic preparation and the enhanced model which included both academic preparation and noncognitive factors. Results indicated that the enhanced model that included noncognitive factors provided a stronger explanation for college students' success. Further, academic goal engagement was more closely associated with performance whereas belonging was more closely associated with retention. The results of the current study have important implications for college administrators and future research.

This study compared 120 Chinese immigrant parents and 127 non-Chinese parents from New Zealand preschools on their level of involvement in preschool-based activities, as well as key predictors of parental involvement. Results showed that Chinese immigrant parents had a lower level of involvement than non-Chinese parents across three forms of involvement including communication with teachers, volunteering to help at the preschool, and participation in the preschool's decision making. For the entire sample, parental role construction and parenting self-efficacy were predictors of all three forms of involvement, and perceived opportunity for involvement was predictor of communication with teachers. For the Chinese immigrant sample, perceived opportunity for involvement predicted communication with teachers and participation in the preschool's decision making, and educational qualification predicted communication with teachers. The findings highlight the role of parents' motivational beliefs in parental involvement, in particular, the importance of teacher invitations for parental involvement among Chinese immigrant parents.

Although research has clearly demonstrated the benefits of mentoring for mentees, much less is known about how mentoring impacts mentors and, in particular, their professional development. Using a mixed-methods design, this study investigated the impact that mentoring youth had on the professional development of first- and second-year university students, primarily preservice teachers. Researchers collected quantitative data from twenty-eight undergraduate university student mentors pre- and post-program, as well as twenty-nine ninth-grade mentees post-program. In addition, a focus group was conducted with six mentors post-program. The data analyses were guided by the Graduating Teacher Standards: Aotearoa New Zealand (GTS), which outline what a beginning teacher should know at the conclusion of a professional teacher education degree program. The results indicated that mentoring had a positive impact on mentors' development of the values, skills, relationships, and knowledge required to satisfy the GTS. The implications of these findings are discussed within the context of professional development. (Contains 3 tables.)

Farrington and colleagues developed a model that contends that academic mindsets, academic perseverance, learning strategies, social skills, and academic behaviors affect academic success. This study tests a modified version of this model with first-year students (n = 1,603) at a large, ethnically diverse, urban university. The hypothesized structural model had acceptable fit, with minor modifications. The direct effect on academic performance of academic mindset was strong, of academic perseverance was modest, and of time management was nonsignificant. Only participants' academic performance had a strong positive effect on retention. Few differences by ethnicity were found. As mindsets are amenable to change, with intervention programs showing promising effects, students with low scores should be targeted to receive support early in their college careers so they may succeed in college.

The present study examines the outcomes of a 5-week summer bridge writing program at a Midwestern, urban, public university designed to provide remedial instruction for incoming first-year college students, approximately 500 students annually for 7 years. Regression results showed that program participation was a positive, significant predictor on the outcomes of 6- and 4-year graduation, first-year earned credits, and first-year college grade point average, even after controlling for demographic and academic preparation variables. The combination of academic preparation and an introduction to the college experience helped to prepare students for college success. This institutionally funded program shows promise in addressing the remediation needs of students and preparing them for success in credit-bearing courses as well as college life in general, getting them on track for timely college graduation.

Previous personality research (e.g., Campbell et al., 2004) has described the sense of entitlement as an unifactorial construct. In this study, we examined characteristics of two potential facets of entitlement: exploitive entitlement, characterized by exploitive interactions and expectations of special treatment, and non-exploitive entitlement, or entitled beliefs that rest on notions of self-worth and fairness. 466 college students (mean age = 20.5) completed a questionnaire consisting of unifactorial and two-factor measures of entitlement and other personality dispositions and attitudes. As expected, both exploitive and non-exploitive entitlement were positively related to the Psychological Entitlement Scale (PES; r = .51 and r = .43, respectively), an unifactorial measure of entitlement. In other respects, exploitive and non-exploitive entitlement had quite distinct correlates. Exploitive entitlement was uniquely related to higher levels of psychopathy and neuroticism, and lower levels of work orientation, social commitment, and self-esteem; whereas non-exploitive entitlement was uniquely associated with higher self-esteem.

This short-term longitudinal study examined whether the social resources of important nonparental adults (VIPs) perceived by youth during their senior year of high school had a significant relation to their educational and socioemotional adjustment 1 year later. One month before their high school graduation, a multiethnic sample of youths (N=754) reported on their grades, educational expectations, and selected psychosocial characteristics (i.e., depressed mood and misconduct); the educational attainment and perceived psychosocial characteristics of an important nonparental adult in their lives; and the educational plans and perceived psychosocial characteristics of their close friends. Key measures were included in a mailed survey 1 year later. VIP characteristics (particularly their educational attainment) were associated with post-high school adjustment, even after controlling for previous level of youth adjustment and contributions from demographic and peer characteristics. © 2010 The Authors. Journal of Research on Adolescence © 2010 Society for Research on Adolescence.

Anecdotal evidence suggests an increase in entitled attitudes and behaviors of youth in school and college settings. Using a newly developed scale to assess "academic entitlement" (AE), a construct that includes expectations of high grades for modest effort and demanding attitudes towards teachers, this research is the first to investigate the phenomenon systematically. In two separate samples of ethnically diverse college students comprised largely of East and Southeast Asian American, followed by Caucasians, Latinos, and other groups (total N = 839, age range 18-25 years), we examined the personality, parenting, and motivational correlates of AE. AE was most strongly related to exploitive attitudes towards others and moderately related to an overall sense of entitlement and to narcissism. Students who reported more academically entitled attitudes perceived their parents as exerting achievement pressure marked by social comparison with other youth and materially rewarding good grades, scored higher than their peers in achievement anxiety and extrinsic motivation, and engaged in more academic dishonesty. AE was not significantly associated with GPA. © 2008 Springer Science+Business Media, LLC.

Previous research has demonstrated that former foster care youth are at risk for poor outcomes (e.g., more problem behaviors, more depression, lower self-esteem, and poor social relationships). It is not clear, however, whether these findings reflect preemancipation developmental deficits. This study used 163 preemancipation foster care youth and a matched sample of 163 comparison youth. Results showed that foster-care youth did not differ from the comparison sample on measures of well-being, including depressed mood, problem behavior, and self-esteem. Foster care youth reported higher levels of work orientation, but lower levels of academic achievement, aspirations, and expectations. In addition, compared to the matched sample, foster care youth perceived better social environments with respect to their important nonparental adults (VIPs) and peers, but poorer social environments relating to their parents. These differences in social environments may have offset each other and resulted in similar levels of psychological well-being for the two groups of youth. Regression analyses further showed that social environments were linked to selected adolescent outcomes, and nonparental VIPs were especially important for the foster care sample. © 2006 Springer Science+Business Media, Inc.

Theorists and researchers have raised the question of whether self-esteem has similar meanings and correlates in individualistic and collectivist cultures. This study examined the cross-cultural equivalence of the Rosenberg Self-Esteem Scale in four countries and compared its association with parental warmth and acceptance and depressed mood. Participants were 11th graders in the United States (n = 422), the Czech Republic (n = 490), China (n = 502), and Korea (n = 497). Cross-cultural similarities in the factor structure of the self-esteem scale and in the relations of self-esteem to other variables were more striking than cross-cultural differences. Across cultures, parental warmth was significantly related to both positive and negative self-image, each of which in turn was related significantly to depressive symptomatology. There was little evidence for the hypothesis that self-esteem would more strongly mediate the relation between parental warmth and adolescent depressive symptoms in the more individualistic (as opposed to collectivist) cultures.

Some researchers contend that the Rosenberg Self-Esteem Scale taps two dimensions of self-image, whereas others argue that the two dimensions (positive and negative) are merely an artifact of item wording. To directly test these competing views, we had 741 ethnically diverse university undergraduates take one of three versions of the 10-item Rosenberg Scale: the original version comprised of five positively worded and five negatively worded items, or one of two alternative versions comprised of 10 positively worded or 10 negatively worded items. Analyses indicated that the original version fit a two-factor model, whereas the reworded versions generally fit a one-factor model. All three versions had high validity for different ethnic groups, but the revised-positive version had less overlap with a measure of depression, and both revised versions had less overlap with a measure of self-deception. © 2003 Elsevier Ltd. All rights reserved.

To understand cross-cultural differences and similarities in the social contexts for adolescent development, 201 American and 502 Chinese 11th graders were surveyed about a non-parental adult who had played an important role in their lives (VIPs). Results showed that, compared to adolescents' VIPs in the United States, their Chinese counterparts were more likely to be teachers, to provide support in education-related areas, and to be considered role models. Chinese VIPs were also reported to exhibit fewer problem behaviors and depressive symptoms and express a higher level of sanctions against adolescent problem behaviors than American VIPs. Adolescents in both cultures reported that their VIPs' positive qualities surpassed those of parents and peers. VIPs' characteristics (e.g., sanctions, problem behavior, warmth, and depressed mood) were significantly associated with adolescent outcomes. These results suggest that although there are cross-cultural differences in the nature of VIPs, VIPs are a very important part of social context for adolescent development in both the United States and China. © 2003 Wiley Periodicals, Inc.

Using multigroup structural equation modeling, this study examines whether family-work-school conflicts directly or indirectly predict transfer students’ well-being (via self-regulation) across the periods of pre-, during, and post-COVID-19 lockdown in the Chicago metropolitan area in Illinois, United States. The results indicate that family-school conflict predicted well-being regardless of lockdown status, but work-school conflict predicted well-being only during the lockdown period. This study also discusses the importance of cognitive regulation for transfer students’ transition in the middle of the pandemic. [ABSTRACT FROM AUTHOR]

This study examined the associations between various sources of social support and academic achievement. Participants were 313 ethnically diverse students attending a low-income intermediate school in New Zealand (mean age = 11.96 years). They reported on the presence and nature of a relationship with a very important nonparental adult in their lives (VIP), and on parent, peer, and VIP warmth and acceptance. Indicators of academic achievement (standardized tests) were also gathered from the school. Results showed that 62% of the youth reported the presence of at least one VIP in their lives, and there was a significant, positive correlation between VIP presence and the majority of academic achievement variables. VIP warmth was uniquely associated with all achievement variables, while parent and peer warmth were nonsignificant in the presence of VIP warmth. The results indicate that VIPs are an important resource for youth who are at risk of low achievement. (Contains 6 tables.)

This study examined the interrelations between parental relationships, romantic relationships, and antisocial behavior among female and male juvenile delinquents. Participants from a diverse sample of 1,354 adolescents (14-17 years) adjudicated of a serious (i.e. felony) offense were matched based on age, race, and committing offense, yielding a sample of 184 girls matched with 170 boys. Results indicate that while female offenders are more likely to date boys 2 years their senior, age difference alone is not directly related to self-reported offending. Instead, findings suggest that girls who engage in self-reported delinquent behavior are more likely to experience a high degree of antisocial encouragement exerted on them by their current romantic partner. Interestingly, this relation varies with the quality (warmth) of parental relationships and the romantic partner's level of antisocial encouragement, with the association between partner encouragement and self-reported offending being strongest among youths reporting warm relationships with their opposite-sex parent.

Purpose: This study investigated whether family−school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher education. The authors aim to hypothesize that the direct and indirect effects would vary by race/ethnicity. Design/methodology/approach: Participants were 1,872 incoming first-year female students from a large, racially/ethnically diverse urban public university. They were classified into four racial/ethnic groups: 22% Asian American (n = 403), 11% Black (n = 209), 46% Latina (n = 865), and 21% White (n = 395). Data were collected from institutional records and an online student pre-matriculation survey. Multigroup structural equation modeling (SEM) was performed to explore the structural relations among key variables. Findings: Family−school conflict was negatively associated with help-seeking in all racial/ethnic groups, whereas family−school conflict was negatively associated with time management only for Latina students. In addition, family−school conflict indirectly predicted time management and help-seeking through increased emotion regulation, particularly among Latina students. Originality/value: In considering racial heterogeneity, the results showed the importance of analyzing racial/ethnic groups separately to obtain more accurate information on self-regulation mechanisms in family−school conflict contexts. [ABSTRACT FROM AUTHOR]