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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 the role of communication with on-campus friends on first-year students' college adjustment, measured by academic self-efficacy, among first- and non-first-generation students. It also tests whether school connectedness, students' perceived sense of being part of the institution, mediates the relation between communication and academic self-efficacy. Participants were 246 students (55% first generation) from diverse ethnic backgrounds attending a large public university in southwestern United States. Participants completed an online survey that included the "Academic Self-Efficacy Scale" and "School Connectedness Scale" and responded to questions about frequency and mode of communication about academic, social, and personal concerns with on-campus friends. Regardless of college-generation status, students' frequency of communication with on-campus friends was positively related to academic self-efficacy and school connectedness mediated this relation. Implications for student affairs professionals and future research are discussed.

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]