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Colleges and universities have increasingly worried in recent decades about college students' well-being, with the COVID-19 pandemic aggravating these concerns. Our study examines changes to undergraduate emotional sentiments and psychological well-being from before to after the onset of the pandemic. In addition, we explore whether certain risk factors (i.e., prior mental health impairments, trait emotional stability) and protective factors (i.e., subjective socioeconomic status, parental education, household resources) predicted students' emotions and their intraindividual changes due to the pandemic onset. We compared experience sampling method data from 120 students from before and after the pandemic onset, examining intraindividual trajectories. There was only little change in students' emotions. Prior mental health impairment and trait emotional stability predicted students' emotions, averaged across time points, but not emotion changes. Few associations with emotions were found for subjective socioeconomic status and parental education, but study-related household resources predicted levels and changes in emotions.

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.

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.

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.

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]

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.

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.)