14 results on '"Yamaguchi-Pedroza, Katsumi"'
Search Results
2. Ensuring a More Equitable Future: Assessing Student Learning and Growth in Higher Education
- Author
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Postsecondary Value Commission, Arum, Richard, Eccles, Jacquelynne S., Heckhausen, Jutta, Orona, Gabe A., von Keyserlingk, Luise, Wegemer, Christopher M., Wright, Charles E., and Yamaguchi-Pedroza, Katsumi
- Abstract
In the past decade, public sentiment has shifted increasingly to question the value of a college education. These concerns have diverse causes, including the rising cost and questions about the return on investment of higher education, the growing precariousness and insecurity of middle-class households regarding paying for higher education, and changes to the supply of and demand for highly educated workers. Recognizing that non-economic outcomes can be challenging to quantify, the authors have launched the Next Generation Undergraduate Success Measurement Project, which uses diverse forms of data (including surveys, performance assessments, administrative records, learning management system data, and experiential sampling) alongside information on students' longitudinal trajectories to define near- and long-term measures of the multifaceted benefits students derive from college attendance. In this paper, ways of conceptualizing and measuring the value of college education through longitudinal observation of undergraduate student experiences, attitudes, and behaviors are articulated. The paper begins by briefly reviewing prior work measuring higher education learning outcomes that informs the project's efforts. The sections that follow go on to discuss how to attempt to measure aspects of undergraduate student growth and development, which can provide a framework for identifying the value of attending postsecondary institutions in a manner aligned with the achievement of later life course success. The paper focuses on: (1) measuring cognitive ability and intellectual dispositions; (2) development of identity and adaptive life-course agency; (3) self-regulation skills; (4) social capital; (5) civic engagement; and (6) mental health and psychological flourishing. The paper concludes with reflections on the challenges and opportunities surrounding efforts to define and measure the value of higher education.
- Published
- 2021
3. Stress of university students before and after campus closure in response to COVID‐19
- Author
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Keyserlingk, Luise, Yamaguchi‐Pedroza, Katsumi, Arum, Richard, and Eccles, Jacquelynne S
- Subjects
Behavioral and Social Science ,Basic Behavioral and Social Science ,Mental Health ,Good Health and Well Being ,COVID-19 ,Humans ,Pandemics ,SARS-CoV-2 ,Students ,Universities ,college students ,longitudinal data ,mental health ,stress ,Psychology ,Developmental & Child Psychology - Abstract
Due to the COVID-19 pandemic, universities were forced to adopt a remote learning model, which introduced a number of stressors into college students' everyday life and study habits. The current study investigates if students' study-related stress increased after the pandemic's onset and how individual and contextual factors moderate this potential stress increase. Longitudinal survey data about students' stress levels and self-efficacy in self-regulation were collected before and after the onset of the COVID-19 pandemic at a public university (N = 274). Regression analysis results show an overall increase in study-related stress levels after the onset of the pandemic. Students with self-efficacy in self-regulation reported lower stress increases; students with higher mental health impairment and limited time for coursework reported larger stress increases. To address students' stress levels and strengthen coping resources, universities should consider providing students with resources to improve their self-regulation and time-management skills.
- Published
- 2022
4. Stress of university students before and after campus closure in response to COVID-19.
- Author
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von Keyserlingk, Luise, Yamaguchi-Pedroza, Katsumi, Arum, Richard, and Eccles, Jacquelynne S
- Subjects
COVID-19 ,college students ,longitudinal data ,mental health ,stress ,Developmental & Child Psychology ,Psychology - Abstract
Due to the COVID-19 pandemic, universities were forced to adopt a remote learning model, which introduced a number of stressors into college students' everyday life and study habits. The current study investigates if students' study-related stress increased after the pandemic's onset and how individual and contextual factors moderate this potential stress increase. Longitudinal survey data about students' stress levels and self-efficacy in self-regulation were collected before and after the onset of the COVID-19 pandemic at a public university (N = 274). Regression analysis results show an overall increase in study-related stress levels after the onset of the pandemic. Students with self-efficacy in self-regulation reported lower stress increases; students with higher mental health impairment and limited time for coursework reported larger stress increases. To address students' stress levels and strengthen coping resources, universities should consider providing students with resources to improve their self-regulation and time-management skills.
- Published
- 2021
5. A Framework for Measuring Undergraduate Learning and Growth
- Author
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Arum, Richard, Eccles, Jacquelynne S., Heckhausen, Jutta, Orona, Gabe Avakian, von Keyserlingk, Luise, Wegemer, Christopher M., Wright, Charles E., and Yamaguchi-Pedroza, Katsumi
- Abstract
In recent years, the Black Lives Matter movement, growing environmental challenges, a public health crisis, and pronounced political polarization, among other things, have shaped the normative assumptions of stakeholders about what should be measured in higher education. The recent work of the Postsecondary Value Commission, funded by the Bill & Melinda Gates Foundation and organized by the Institute for Higher Education Policy, illustrates well how social factors affect the scope of undergraduate measurement. To support the goal of broadening consideration of the purposes of undergraduate education, the commission reached out to a diverse set of researchers to expand their efforts. This included outreach to the article's authors, who make up a group at the University of California, Irvine (UCI) which had received funding in spring 2019 from the Andrew W. Mellon Foundation to develop a state-of-the-art undergraduate measurement system to track undergraduate experiences, trajectories, and outcomes. The research group was commissioned to articulate a measurement framework based on their measurement project. The measurement framework includes six dimensions: (1) cognitive ability and intellectual dispositions; (2) development of identity and adaptive life-course agency; (3) self-regulation skills; (4) social capital; (5) civic engagement; and (6) mental health and psychological flourishing. In this article, the authors discuss these dimensions and how they are measured.
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- 2021
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6. sj-docx-1-psp-10.1177_01461672231179431 – Supplemental material for Masculinity Threats Sequentially Arouse Public Discomfort, Anger, and Positive Attitudes Toward Sexual Violence
- Author
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Vescio, Theresa K., Schermerhorn, Nathaniel E. C., Lewis, Kathrine A., Yamaguchi-Pedroza, Katsumi, and Loviscky, Abigail J.
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Psychology not elsewhere classified - Abstract
Supplemental material, sj-docx-1-psp-10.1177_01461672231179431 for Masculinity Threats Sequentially Arouse Public Discomfort, Anger, and Positive Attitudes Toward Sexual Violence by Theresa K. Vescio, Nathaniel E. C. Schermerhorn, Kathrine A. Lewis, Katsumi Yamaguchi-Pedroza and Abigail J. Loviscky in Personality and Social Psychology Bulletin
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- 2023
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7. College students' emotions during the COVID-19 pandemic: The role of emotional stability, mental health, and household resources
- Author
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Moeller, Julia, von Keyserlingk, Luise, Spengler, Marion, Gaspard, Hanna, Lee, Hye Rin, Yamaguchi-Pedroza, Katsumi, Yu, Renzhe, Fischer, Christian, and Arum, Richard
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wellbeing ,experience sampling method ,household resources ,education ,college students ,COVID-19 ,pre-post comparison ,neuroticism ,Social and Behavioral Sciences ,emotions - Abstract
This study investigates how students’ positive and negative emotions changed after the outbreak of COVID-19 and the related campus closure. We expect that the impact of the COVID-related stressors on students’ emotions was moderated by students’ personality (emotional stability), mental health and experienced restrictions of college and study activities. Furthermore, we examine mental health as both a predictor and outcome of stress reactivity in the face of a major stressor - the COVID-19 pandemic.
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- 2022
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8. S-2: Open code: Mplus outputs
- Author
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Moeller, Julia, von Keyserlingk, Luise, Yamaguchi-Pedroza, Katsumi, Yu, Renzhe, Arum, Richard, Spengler, Marion, Gaspard, Hanna, Lee, Hye Rin, and Fischer, Christian
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- 2022
- Full Text
- View/download PDF
9. Stress of university students before and after campus closure in response to COVID-19.
- Author
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von Keyserlingk, Luise, von Keyserlingk, Luise, Yamaguchi-Pedroza, Katsumi, Arum, Richard, Eccles, Jacquelynne S, von Keyserlingk, Luise, von Keyserlingk, Luise, Yamaguchi-Pedroza, Katsumi, Arum, Richard, and Eccles, Jacquelynne S
- Abstract
Due to the COVID-19 pandemic, universities were forced to adopt a remote learning model, which introduced a number of stressors into college students' everyday life and study habits. The current study investigates if students' study-related stress increased after the pandemic's onset and how individual and contextual factors moderate this potential stress increase. Longitudinal survey data about students' stress levels and self-efficacy in self-regulation were collected before and after the onset of the COVID-19 pandemic at a public university (N = 274). Regression analysis results show an overall increase in study-related stress levels after the onset of the pandemic. Students with self-efficacy in self-regulation reported lower stress increases; students with higher mental health impairment and limited time for coursework reported larger stress increases. To address students' stress levels and strengthen coping resources, universities should consider providing students with resources to improve their self-regulation and time-management skills.
- Published
- 2022
10. The harms of racial miscategorization: Comparing multiracial individuals’ well-being in the continental U.S. versus Hawai‘i.
- Author
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Does, Serena, primary, Leslie, Gregory John, additional, Bell, Ariana Naomi, additional, Yamaguchi-Pedroza, Katsumi, additional, Shalbi, Khadija M., additional, and Shih, Margaret, additional
- Published
- 2021
- Full Text
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11. Stress of university students before and after campus closure in response to COVID‐19
- Author
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Keyserlingk, Luise, primary, Yamaguchi‐Pedroza, Katsumi, additional, Arum, Richard, additional, and Eccles, Jacquelynne S., additional
- Published
- 2021
- Full Text
- View/download PDF
12. The Harms of Racial Miscategorization: Comparing Multiracial Individuals' Well-Being in the Continental U.S. Versus Hawai'i.
- Author
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Does, Serena, Leslie, Gregory John, Bell, Ariana Naomi, Yamaguchi-Pedroza, Katsumi, Shalbi, Khadija M., and Shih, Margaret
- Subjects
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WELL-being , *MULTIRACIAL people , *NONBINARY people , *ETHNICITY , *PSYCHOLOGICAL well-being , *RACIAL identity of African Americans , *CATEGORIZATION (Psychology) - Abstract
Objective: The current work explores the effects of racial miscategorization (incongruence between other people's racial categorization of an individual and that individual's racial self-identification) and subjective well-being of multiracial individuals in Hawai'i versus California. We set out to examine how multiracial individuals experience racial miscategorization in more or less ethnically diverse environments and how this experience shapes the extent to which they feel a sense of belonging and inclusion. Method: The study consisted of interviews with 55 multiracial undergraduate and graduate students conducted in Hawai'i (20 self-identified women and 9 self-identified men, with ages ranging from 18 to 47 years; M = 22.93, SD = 6.40) and California (16 self-identified women, 9 self-identified men, and 1 self-identified gender nonbinary person, with ages ranging from 18 to 31 years; M = 20.96, SD = 2.76). Results: Thematic analysis identified two central themes relevant to subjective well-being: (a) racial miscategorization and its consequences and (b) contextual differences in the experiences of miscategorization. Results suggest that racial miscategorization is a pervasive experience among multiracial people and is associated with negative psychological well-being. We also found that environments with greater representation of multiracial individuals, such as Hawai'i, are associated with less racial miscategorization, more inclusion, and better psychological well-being among multiracial individuals. Conclusions: Racial miscategorization is a prominent and aversive experience among multiracial individuals, but multiracial environments can serve as a psychological buffer. Racial miscategorization has important theoretical and practical implications for racial and ethnic identity research, which we discuss. Public Significance Statement: This study advances the idea that multiracial individuals frequently face situations in which others' racial categorizations of them (e.g., White) differ from their own racial identification (e.g., White and Black). We label this phenomenon as "racial miscategorization" and find evidence that these frequent experiences negatively affect multiracial people's well-being. Contrasting qualitative data from focus groups in California to Hawai'i, this study reveals that racial miscategorization is less common in Hawai'i than in California, and that the social and demographic contexts of each location (e.g., representation of multiracial people) shape multiracial people's incorporation of these experiences. Together, these findings highlight the importance of studying processes related to miscategorization by others, and to include environmental factors in the analysis. [ABSTRACT FROM AUTHOR]
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- 2023
- Full Text
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13. Masculinity Threats Sequentially Arouse Public Discomfort, Anger, and Positive Attitudes Toward Sexual Violence.
- Author
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Vescio TK, Schermerhorn NEC, Lewis KA, Yamaguchi-Pedroza K, and Loviscky AJ
- Abstract
Three experiments ( N = 943) tested whether men (but not women) responded to gender threats with increased concern about how one looks in the eyes of others (i.e., public discomfort) and subsequent anger that, in turn, predicted attitudes about sexual violence. Consistent with predictions, for men, learning that one is like a woman was associated with threat-related emotions (public discomfort and anger) that, in turn, predicted the increased likelihood to express intent to engage in quid-pro-quo sexual harassment (Study 1), recall sexually objectifying others (Study 2), endorse sexual narcissism (Study 2), and accept rape myths (Study 3). These findings support the notion that failures to uphold normative and socially valued embodiments of masculinity are associated with behavioral intentions and attitudes associated with sexual violence. The implications of these findings for the endurance of sexual violence are discussed., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
- Published
- 2023
- Full Text
- View/download PDF
14. Stress of university students before and after campus closure in response to COVID-19.
- Author
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von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, and Eccles JS
- Subjects
- Humans, Pandemics, SARS-CoV-2, Students, Universities, COVID-19
- Abstract
Due to the COVID-19 pandemic, universities were forced to adopt a remote learning model, which introduced a number of stressors into college students' everyday life and study habits. The current study investigates if students' study-related stress increased after the pandemic's onset and how individual and contextual factors moderate this potential stress increase. Longitudinal survey data about students' stress levels and self-efficacy in self-regulation were collected before and after the onset of the COVID-19 pandemic at a public university (N = 274). Regression analysis results show an overall increase in study-related stress levels after the onset of the pandemic. Students with self-efficacy in self-regulation reported lower stress increases; students with higher mental health impairment and limited time for coursework reported larger stress increases. To address students' stress levels and strengthen coping resources, universities should consider providing students with resources to improve their self-regulation and time-management skills., (© 2021 Wiley Periodicals LLC.)
- Published
- 2022
- Full Text
- View/download PDF
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