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Objective Background Method Results Conclusion Implications The present study explores how immigrant adolescents differ in their experiences of language brokering and how acculturation gaps may relate to adolescents' self‐esteem.Adolescents often translate on behalf of immigrant parents and other family members, a process known as language brokering (LB). Because language brokering requires adolescents to be in extended close contact with parents, their subjective experiences of language brokering may relate to their individual well‐being through their acculturation congruence with their parents.Three hundred four bilingual participants aged 13 to 17 years completed an online questionnaire about demographics, translating activities, acculturation congruence, and self‐esteem. From affirmative responses to the translation item, a subsample of 188 language brokers was created for analyses of indirect effects.There were no significant differences between language brokers and non–language brokers on acculturation congruence. Among the language brokers, acculturation congruence had indirect effects on LB efficacy, burden, positive, and negative attitudes to self‐esteem.There is no evidence of an acculturation gap for language brokers and non–language brokers. Acculturation congruence has indirect effects on the subjective experiences of LB on self‐esteem.Parent‐adolescent relationship quality may be key in regulating the relation of LB to individual well‐being. [ABSTRACT FROM AUTHOR]

Objective: We examined whether two key emotion regulation strategies, cognitive reappraisal and expressive suppression, moderated the relations between discrimination (i.e., foreigner objectification and general denigration) and adjustment. Methods: Participants were U.S. Latino/a and Asian-heritage college students (N = 1,279, 67% female, 72% U.S. born) from the Multi-Site University Study of Identity and Culture (MUSIC). Students completed online self-report surveys in 2009. Results: Multi-group path analysis demonstrated that a fully constrained model fit well for both Latino/a and Asian-heritage student data. The results showed that with increasing levels of denigration (but not foreigner objectification), the combination of lower cognitive reappraisal and higher expressive suppression was related to greater depressive symptoms, anxiety, and aggression. Conclusions: Our findings highlight the importance of examining multiple emotion regulation strategies simultaneously--considering what strategies are available to individuals and in what combination they are used--to understand how best to deal with negative emotions resulting from experiencing discrimination.

ObjectiveWe examined whether two key emotion regulation strategies, cognitive reappraisal and expressive suppression, moderated the relations between discrimination (i.e., foreigner objectification and general denigration) and adjustment.MethodsParticipants were U.S. Latino/a and Asian-heritage college students (N = 1,279, 67% female, 72% U.S. born) from the Multi-Site University Study of Identity and Culture (MUSIC). Students completed online self-report surveys in 2009.ResultsMulti-group path analysis demonstrated that a fully constrained model fit well for both Latino/a and Asian-heritage student data. The results showed that with increasing levels of denigration (but not foreigner objectification), the combination of lower cognitive reappraisal and higher expressive suppression was related to greater depressive symptoms, anxiety, and aggression.ConclusionsOur findings highlight the importance of examining multiple emotion regulation strategies simultaneously-considering what strategies are available to individuals and in what combination they are used-to understand how best to deal with negative emotions resulting from experiencing discrimination.

The beginning of advanced courses often requires a review of fundamental concepts. Such review is often tedious and boring for both student and instructor. Instead, an active learning exercise such as a modified Bingo exercise can serve to review and re-educate at the same time. Ninety-two university students rated their understanding of developmental psychology theories before and after participating in a modified Bingo exercise designed to review the fundamentals of the theories and concepts. Students reported an improvement of their perceived knowledge of developmental theories and for each of the theories reviewed. They rated the exercise as academically challenging, helpful to learn concepts, and not a waste of time. Students who reported being able to explain the theories to others at the conclusion of the exercise had higher test scores.

Fear of COVID-19 may make the imminence of death prescient for undergraduate students, increasing death anxiety and worsening mental health. Formal death education may provide benefits such as reduced fear of COVID-19 and death anxiety, and improved mental health. In this study, 86 undergraduate students completed a pre- and post-semester online questionnaire on fear of COVID-19, death anxiety, and mental health outcomes. Findings indicate indirect effects of death anxiety on fear of COVID-19 to anxiety. Moreover, fear of COVID-19, individual concerns about death, and death anxiety were reduced over the semester for undergraduate students in formal death education. [ABSTRACT FROM AUTHOR]

Author(s): Robert S. Weisskirch [sup.1] Author Affiliations: (Aff1) 0000 0004 0385 7165, grid.253562.5, California State University, Monterey Bay, , Seaside, CA, USA Some young adults may come to college with [...], Being aware and accurate of how one will perform in a college class may relate to personal qualities, how one feels about oneself, learning strategies, and attitudes towards learning. In this study, 302 undergraduate students completed a questionnaire in the first 2 weeks of the semester, which included estimated grade in a particular class and measures of grit, self-esteem, learning strategies, and attitudes towards lifelong learning. Perseverance of effort, a component of grit, and self-esteem predicted estimated grade. There were no significant predictors of achieved final grade. Self-esteem, attitudes towards lifelong learning and general strategies for learning predicted perseverance of effort. Self-esteem and general strategies for learning predicted consistency of interest, another component of grit. For college students, grit may still be in flux through their experiences learning and achieving in college.

In a survey of career awareness among high school seniors in Northern California, almost all students agreed that career is an important consideration for them, and about two-thirds reported that they had decided on an occupational field. However, only about half reported that they were comfortable with their current career decision-making, had a clear idea of their own interests and abilities, or had sufficient knowledge about potential occupations. Minority students tended to express greater needs with regard to career exploration than white students. Compared to other groups, significantly fewer Latino males had made an occupational decision. Part-time work during the students’ senior year did not appear to hinder school grades or school engagement. In fact, working was associated with generally higher levels of career awareness, especially regarding the importance of career planning. However, part-time work was associated with increases in reported stress levels.

Background: Prior literature has shown that ethnic affirmation, one aspect of ethnic identity, is positively associated with mental health. However, the associations between ethnic affirmation and mental health may vary depending how much importance individuals place on their ethnic group membership (ie, centrality). Methods: Using path analysis, the current study examined the relations between ethnic affirmation and indices of mental health problems (ie, anxiety and depressive symptoms), and tested whether the process was moderated by ethnic centrality among 3,659 college students representing 3 ethnic groups (41% Latino/a, 35% Asian American, and 24% African American) who participated in a large, multisite university study. Results and Conclusions: Results suggested that the associations between ethnic affirmation and mental health were stronger for Latino/a and Asian American students who reported higher levels of ethnic centrality. For African Americans, higher levels of ethnic affirmation predicted better mental health, but this association did not vary as a function of ethnic centrality. (Contains 2 tables and 2 figures.)

In the present study, we examined a bidimensional model of acculturation (which includes both heritage and U.S. practices, values, and identifications) in relation to hazardous alcohol use, illicit drug use, unsafe sexual behavior, and impaired driving. A sample of 3,251 first- and second-generation immigrant students from 30 U.S. colleges and universities completed measures of behavioral acculturation; cultural values (individualism, collectivism, and self-construal); ethnic and U.S. identity; and patterns of alcohol and drug use, engagement in potentially unsafe sexual activities, and driving while (or riding with a driver who was) intoxicated. Results indicate that heritage practices and collectivist values were generally protective against health risk behaviors, with collectivist values most strongly and consistently protective. Nonetheless, heritage identifications were positively associated with sexual risk taking for Hispanics. U.S. practices, values, and identifications were not consistently related to risk behavior participation. Results are discussed in terms of bidimensional approaches to acculturation, the immigrant paradox, and implications for counseling practice. (Contains 1 figure, 4 tables, and 1 footnote.)

Cellular phones provide a means for parents to monitor and request information about whereabouts, associates, and current activities from adolescents. Simultaneously, adolescents can communicate with parents to inform them of activities and to solicit support or they can also choose to nondisclose. The frequency, duration, and nature of calls may relate to parents' and to adolescents' perceptions of truthfulness and family relationships. 196 dyads (13% father-son, 11% father-daughter, 30% mother-son, and 46% mother-daughter) completed a questionnaire indicating cell phone use, their truthfulness of activities, the nature of their calls to one another, and family relationships. The parents were, on average, 45.38 years old (SD = 6.35) and were 83% Euroamerican, 9% Asian American, 3% Latino, 3% African American, 2% Mixed ethnicity, and 1% American Indian. The adolescents were, on average, 16.25 years old (SD = 1.17) and were 77% Euroamerican, 9% Asian American, 4% Latino, 3% African American, 8% Mixed ethnicity, and 0.5% American Indian. Correlational analyses revealed that parents who called more frequently reported less truthfulness when speaking to their adolescents via cell phone. Greater frequency in parental calls also was associated with less adolescent-reported truthfulness. From multiple regression analyses, for parents, calls when upset were associated with less parental knowledge and poorer family relations. For adolescents, the same was true; however, adolescents who made calls seeking social support and to ask and confer with parents reported greater perceived parental knowledge and better family relationships.

Identity exploration has often been associated with maladaptive aspects of psychosocial functioning such as anxiety and depression. It is not known, however, whether maladaptive psychosocial functioning is related to both personal and ethnic identity exploration. In the present study, we examined the relationships of personal and ethnic identity exploration to adaptive (self-esteem, purpose in life, internal locus of control, and ego strength) and maladaptive (depression, anxiety, impulsivity, and tolerance for deviance) psychosocial functioning, as well the extent to which these relationships were mediated by identity confusion. A multi-ethnic sample of 905 White, Black, and Hispanic university students completed measures of personal and ethnic identity exploration, as well as of adaptive and maladaptive psychosocial functioning. Current personal identity exploration was negatively associated with adaptive psychosocial functioning and was positively associated with anxiety, depression, and impulsivity. An opposite pattern of relationships emerged for past personal identity exploration. All these relationships were mediated by identity confusion--positively for current exploration and negatively for past exploration. Ethnic identity exploration was not directly associated with psychosocial functioning and evidenced only a weak association through identity confusion. These findings were consistent across gender and across the three ethnic groups studied. Implications for identity theory, research, and intervention are discussed. (Contains 4 footnotes, 4 tables and 2 figures.)

Children and adolescents of immigrant and non-English proficient parents often translate for their parents and other adults, a practice known as language brokering. The personal and emotional impact for adolescents of having to language broker for parents is not well understood. Ninety-eight Mexican American 7th graders (female = 47, male = 49, and did not state = 2) answered a questionnaire about their language brokering experience, their emotions experienced when language brokering, their level of self-esteem, and problems within the family. Participants who had more problematic family relations had higher ratings of negative emotions such as feeling angry, anxious, ashamed, calm, embarrassed, nervous, obligated, scared, uncomfortable, and worried when language brokering. Self-esteem related to translating for parents, for friends, for other people who work at school, and at a restaurant. Negative language brokering experiences may be symptomatic of poor family functioning or intrapsychic variables more than just discomfort with acting as a language broker. (Contains 4 tables.)

One hundred fifty-five college students, enrolled in course on adolescent development, completed a specially designed questionnaire at the beginning and at the end of the semester assessing their attitudes toward contemporary adolescents and about their own memories of their adolescence. Participants changed their stereotyped beliefs on views of adolescents as being scary, promiscuous, committing crimes, and using drugs. Decreases in stereotyped beliefs was associated with higher academic performance in the course. Participants who viewed themselves as acting more adult like and feeling less adolescent, both at the beginning and at the end of the course, also had higher grades. (Contains 2 tables.)

Children of immigrant parents often are asked to language broker, translating documents and face-to-face interactions, for their parents and other adults. Many individuals continue to language broker as adults for their parents and other relatives, despite their adult status and living away from home. Twenty Mexican American college students (female = 17, male = 3) who currently language broker answered a questionnaire about their experiences language brokering, frequency of brokering, type of items and situations translated, emotions when language brokering, self esteem and level of acculturation. Participants translated most often for parents, on the phone, and for grandparents and other relatives. Overall, participants reported feeling positively about their language brokering experiences. More frequent language brokering was associated with higher self-esteem. Participants rated feeling helpful, proud and useful when language brokering as the highest three emotions among a list of emotions. Feeling angry, anxious, frustrated, guilty and uncomfortable when language brokering was associated with more problematic family relations. Being more Mexican-oriented than Anglo-oriented in acculturation was associated with better family relations. (Contains 2 tables.)

This article evaluates the use of instructor-created crossword puzzles as a means of reviewing course material. Students completed one crossword puzzle in class to prepare for an exam, and then they had the opportunity to complete a second crossword puzzle outside of class to prepare for the second exam. Students generally rated the crossword puzzle exercise favorably. They described learning more and finding the exercise more helpful for learning concepts and preparing for the exam when completing the crossword puzzle collaboratively in class rather than individually outside of class. Students also rated the exercise higher as a review technique and as more enjoyable when completed in class. (Contains 1 note.)

A faculty member and a librarian collaborated on an information competence workshop designed to enhance the skills necessary to complete a specific class project. Twenty-five students participated in the workshop and reported their skill level and comfort with researching for information at three times: before the workshop, the class session after the workshop, and at the end of the semester when the project was due. Further aspects of information competence instruction and project-specific performance are discussed.

Children of immigrant parents often translate written and face-to-face communication for parents and other adults, also known as language brokering. Fifty-five sixth-grade, Latino adolescents report their experiences and feelings toward language brokering, their level of acculturation, and their ethnic identity in a questionnaire. Generally, the participants view language brokering positively. Those who are less acculturated are translating more frequently than those who are more acculturated. Feelings toward language brokering also positively influence level of ethnic identity. This study demonstrates that language brokering may result in stronger feelings toward the ethnic group and greater ethnic identity.

Author(s): Peter M. Rivera[sup.1] , Melinda A. Gonzales-Backen[sup.1] , Jennifer Yedlin[sup.2] , Elissa J. Brown[sup.3] , Seth J. Schwartz[sup.4] , S. Jean Caraway[sup.5] , Robert S. Weisskirch[sup.6] , Su Yeong [...], This study proposes that posttraumatic stress symptomology and acculturative stress may further explain the relationship between family violence exposure and sexual risk-taking behaviors among Latino emerging adults (N = 1,100). A moderated mediation analysis indicated that lifetime rates of family violence exposure were positively associated with sexual risk-taking via posttraumatic stress symptomology, and this mediation significantly varied as a function of acculturative stress. Overall, the findings of the current study underscore a need for a better understanding of how family violence exposure puts Latino emerging adults at risk for aversive health outcomes and suggest the use of an ecological systemic framework that examines the interactions between family, individual, and cultural systems in relation to health risk-taking behaviors.

One hundred thirty-eight college students completed a questionnaire assessing level of sensation seeking, number of close and casual friends, Internet usage, liking certain styles of music, and genre of music listened to most often. It was found that the number of casual and close friends was positively associated with sensation seeking. Individuals who reported using the Internet to get sex-oriented material, download or play music, play games, and chat/instant message with friends in the previous 24 hours had higher levels of sensation seeking. Liking punk, heavy metal, and reggae music were related to higher levels of sensation seeking. Higher sensation seeking was also associated with spending more time listening to punk music.

Asserts that the use of journals in a service-learning course is a way to motivate first-year students to be more introspective and reflective and to document changes they undergo during their experience. Finds that students will reflect on how service-learning affects their evolving identities and their clarification of career goals. (Contains 14 references.) (CAK)

To investigate student and class characteristics associated with electronic bulletin board use, this study analyzed 3,125 messages posted by students in 15 classes. Electronic postings were analyzed for intended audience, form, and content of the messages. Most messages included new information and did not specify a specific audience or recipient. Student postings of messages specifically addressed to faculty were associated with higher course grades. (Author/AEF)

A study of acculturative stress in children who served as language brokers surveyed 36 bilingual Latino fifth graders from a Southern California elementary school. The least acculturated children reported higher frequencies of language brokering and greater discomfort in doing so. High levels of acculturative stress were associated with increased social acceptance by peers. Sex differences were noted. (Author/TD)

For individuals with mental illness, others' perceptions of mental illness often limit integration into communities. Perceptions of mental illness manifest as social stigma in the form of social distance and may depend on individuals' attributions of the origins of mental illness. 180 university students completed a survey on attribution of mental illness and social distance across several disorders (psychiatric and physical). Participants indicated greater social distance for severe mental illness (i.e., schizophrenia) than less severe mental illness and physical illness. More desire for social distance may be related to unfamiliarity with severe mental illness rather than less severe mental and physical illnesses. Greater understanding of how individuals perceive mental illness can inform efforts to educate the public. DOI 10.2466/13.15.PR0.107.5.547-552

This research note addresses the current and potential future role of psychologists in the study of international migration. We review ways in which psychologists have contributed to the study of migration, as well as ways in which psychological scholarship could be integrated with work from other social science fields. Broadly, we discuss four major contributions that psychology brings to the study of international migration—studying migrants' internal psychological experiences, incorporating a developmental perspective, conducting experimental studies, and integrating across levels of analysis. Given the position of psychology as a 'hub science' connecting more traditional social sciences with health and medical sciences, we argue for a more prominent role for psychologists within the study of international migration. Such a role is intended to complement the roles of other social scientists and to create a more interdisciplinary way forward for the field of migration studies. The research note concludes with an agenda for further scholarship on migration. [ABSTRACT FROM AUTHOR]