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For decades, achievement goal theory has been extensively used, but empirical research still requires a clearer understanding of the underlying factors conceptualized and measured during secondary school periods. In light of the increasing use of longitudinal studies in motivation research, this study aims to investigate the longitudinal measurement invariance of the Achievement Goal Questionnaire (AGQ) with the longitudinal panel data of 5071 adolescents. Findings support the consistent use of the 2×2 model across eighth to eleventh grades, although inter-factor correlations were inflated at eleventh grade. Partial strict longitudinal measurement invariance was supported for testing equivalence between the tenth and eleventh grades. Regarding the relations to other variables, the four individual factors of achievement goals have distinct properties in relation to other variables as theoretically hypothesized; and the patterns of the relationship were stable from eighth to eleventh grades.

We investigated whether gifted students' academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students.

Latino health and well-being are crucial to the growth and vibrancy of rural areas across the United States, particularly at a time when the demographics of many rural communities are transitioning from minority Latino to majority Latino populations. This manuscript details the findings of a study that explored the health and healthcare benefit status of 524 Latino households in rural Indiana during the COVID-19 pandemic. Via 20-minute, door-to-door interviews conducted by bilingual researchers, survey participants answered questions about access to healthcare services and benefits, dietary and safety habits, medical issues, and vaccination status. The study found that slightly more than half of those surveyed were enrolled in healthcare benefit plans; approximately a third were unsatisfied with their health/health status; almost two-thirds had not received a flu shot and were eating fast food/processed food on a daily basis. Top health concerns reported included: stress (52%), vision problems (34%), neck and back pain (30%), headaches/migraines (28%), anxiety and depression (28%) and weight problems (26%). The study also discovered that half of the respondents could not identify a primary healthcare provider (PCP) by name and that pregnant women faced a lack of resources for maternal health in the county where the study was conducted. The results indicate that Latinos in rural communities continue to endure significant health issues and barriers to healthcare. The study provides an excellent model of how a rural community can monitor the health of its residents, which can inform health interventions for underserved populations. [ABSTRACT FROM AUTHOR]

Background: Educators and policymakers are increasingly interested in making entrepreneurship education accessible to engineering students given engineers' potential contributions to innovation and the economy. However, what motivates engineering students to choose entrepreneurial careers and how this could be influenced through education have not been fully explored in the literature. Purpose: The study develops and tests an entrepreneurial motivation scale for engineering students. It required providing initial evidence of validity for the scale based on guidelines for developing educational and psychological tests. Design/Method: Following a comprehensive literature review, we chose to modify an existing scale and administer it to engineering students. Here we present two sources of evidence of validity for examining how entrepreneurial motivation relates to variables commonly used to measure the impact of entrepreneurship education. They were developed by examining factor structure and psychometric properties as well as conducting mediation analysis. Results: Data obtained from 460 engineering students supported three factors underlying the construct of entrepreneurial motivation: "Motivation for Creation and Solution" (MCS), "Motivation for Personal Interests" (MPS), and "Managerial Motivation" (MM). MCS and MM effectively explained intention to become an entrepreneur with mediation effects of venturing and technology self-efficacy. Conclusion: These findings resulted in a more parsimonious categorization of factors underlying the construct of entrepreneurial motivation than identified in prior studies, providing a foundational understanding of entrepreneurial motivation among engineering students. The results can be useful in assessment, research, and/or policy decisions related to delivering entrepreneurship education to engineering students.

Entrepreneurship is among the fastest growing curricular areas at universities. The rationale for delivering entrepreneurship education to students is well understood; however, minimal research has examined the characteristics, motivations, and attitudes of those choosing to enroll. The authors examine data collected across 5 years from 2,664 students enrolled in a multidisciplinary entrepreneurship course offered at a major university in the United States. It highlights why demographic characteristics, career intentions, and what is termed "entrepreneurial maturity" should be taken into consideration in course and program development. The study provides valuable baseline data that can inform entrepreneurship education research, pedagogy, and assessment.

Given calls for more rigorous research able to measure the impact of entrepreneurship education, this study proposes guidelines for enhancing methodological and reporting practices. First, drawing on prior research syntheses, we developed a descriptive validity framework that outlines key elements for rigorous evaluation research. Second, we use this framework to examine 61 quantitative, university-based entrepreneurship education impact studies to identify and describe methodological and reporting practices that are most prevalent. The result is a set of Impact Evaluation Research Standards for entrepreneurship educators and scholars wishing to improve education evaluation research. [ABSTRACT FROM AUTHOR]

The authors examined the efficacy of online anger management psychoeducation for justice‐involved youth. Results indicated a statistically significant decrease in the adolescent anger rating scale for juveniles who completed the mandated program, prompting consideration of online modalities in postpandemic services. [ABSTRACT FROM AUTHOR]