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Mental health issues are on the rise on college campuses for all students, including international students. This qualitative study explores the mental wellness of Korean international graduate students, a subgroup that has received limited attention. We found that limited English proficiency shapes various aspects of Korean international graduate students' well-being; self-imposed pressures negatively influence mental wellness; self-blaming and an inability to express one's feelings lead to further deterioration; and students turn to physical and religious or spiritual activities to improve their mental wellness. Implications for research and practice are discussed.

This paper examines factors associated with the retention and mobility of teachers of colour in one state in the USA, with a special focus on beginning and novice teachers. We examine year-by-year retention and mobility rates for four time periods, beginning in 2015-16. We use logistic regression models to investigate the relationship between retention and mobility status and a number of variables thought to influence teacher retention and mobility. We find that full-time status and years of teaching experience consistently predict retention and mobility, with large differences in predicted probabilities. We also find statistically significant differences in the retention and mobility rates of Latinx teachers compared to Black teachers. The paper concludes with policy implications for teacher education and induction, and a call for more complex analyses of the retention and mobility of teachers of colour, including the expanded use of disaggregated data by individual racial and ethnic groups.

Providing constructive feedback is complex due to the interplay of emotional and motivational processes students experience when receiving such feedback. In the present study, we investigated constitutive elements of what would make feedback perceived to be constructive, and whether students' mastery approach goal orientation and writing self-efficacy influenced these perceptions of feedback on an imagined, writing assignment scenario. In Phase 1, college students were asked to rate 56 feedback statements on degree of specificity and friendliness. In Phase 2, different students rated the feedback statements from Phase 1 on levels of constructiveness. Feedback high in specificity was rated higher in constructiveness than unspecific feedback; however, feedback friendliness had no effect overall. Feedback high in specificity and friendliness received lower ratings of constructiveness. This pattern was more pronounced for students high in mastery approach goal orientation and students high in writing self-efficacy.

We conducted the largest investigation of predisposition variants in cancer to date, discovering 853 pathogenic or likely pathogenic variants in 8% of 10,389 cases from 33 cancer types. Twenty-one genes showed single or cross-cancer associations, including novel associations of SDHA in melanoma and PALB2 in stomach adenocarcinoma. The 659 predisposition variants and 18 additional large deletions in tumor suppressors, including ATM, BRCA1, and NF1, showed low gene expression and frequent (43%) loss of heterozygosity or biallelic two-hit events. We also discovered 33 such variants in oncogenes, including missenses in MET, RET, and PTPN11 associated with high gene expression. We nominated 47 additional predisposition variants from prioritized VUSs supported by multiple evidences involving case-control frequency, loss of heterozygosity, expression effect, and co-localization with mutations and modified residues. Our integrative approach links rare predisposition variants to functional consequences, informing future guidelines of variant classification and germline genetic testing in cancer.

Grit, defined as perseverance and passion for long-term goals, has been found to be a powerful predictor of student success and persistence. Yet, it has been a recently scrutinized construct due to weaknesses in its discriminant and predictive validity. To investigate these issues further, we examined grit, its dimensions (perseverance of effort and consistency of interest), and other motivational factors-academic buoyancy and future time perspective-to test whether they were distinct constructs, and whether they were predictors of academic achievement, incorporating individual differences in gender, ethnicity, and major. The current study revealed that grit positively predicted undergraduates' GPA (N = 328, M.sub.age = 20.88, SD.sub.age = 1.70) over and beyond demographic and other motivational variables. Regarding individual differences, men and women differed on subscales of future time perspective, and Asian Americans reported lower grit compared to White and Hispanic students, despite higher GPA compared to Hispanics. The relevance of the findings is discussed along with implications for research and practice., Author(s): Carlton J. Fong [sup.1] , Young Won Kim [sup.2] Author Affiliations: (1) grid.264772.2, 0000 0001 0682 245X, Department of Curriculum & Instruction, Graduate Program in Developmental Education, Texas State [...]

This meta-analysis examined the relationship between psychosocial factors and community college student success. Informed by college persistence models and motivational theory, we statistically integrated past research on five psychosocial categories (motivation, self-perceptions, attributions, self-regulation, and anxiety), examining their relationship with two student success outcomes: community college persistence (58 samples, N = 23,372) and achievement (186 samples, N = 56,095). Results indicated that psychosocial factors had small but meaningful relationships with community college persistence and achievement. Correlations were larger overall for motivation and self-perceptions, and when outcomes were more proximally related with student engagement. Implications for research and practice are discussed.