Background The COVID-19 pandemic resulted in an abrupt transition from in-person to online learning in Spring 2020. Objective The purpose of this study was to identify the impact of the transition on undergraduates during the period following the campus closure. Method 131 psychology undergraduate students completed an online survey of how the COVID-19 closure had impacted their academics, online learning environment, and traumatic stress symptoms (using the Posttraumatic Stress Disorder Checklist for the DSM-5). Results Most participants reported increased academic difficulty compared to before closure. Approximately 30% reported elevated traumatic stress symptoms. Greater traumatic stress was associated with greater difficulty completing assignments, more limited access to the internet and quiet places to study, and greater sibling-care responsibilities. Conclusions The acute transition to online instruction posed academic and emotional challenges to many students, especially those from environments with competing demands or less access to academic supports. Follow-up evaluation is needed to determine whether these difficulties have persisted in subsequent semesters of online instruction. Teaching Implication Instructors should anticipate the emotional and academic needs of students who are relatively unfamiliar with online instruction and consider ways to minimize negative environmental impacts and increase access to mental health resources.

The current study examined the associations that children’s attachment and temperament share with individual differences in jealousy behaviors in early childhood. Previous research has found that secure children display fewer jealousy behaviors than their insecure counterparts, while other research has demonstrated that children with greater activity level and distress to limitations exhibit more jealousy behaviors and affect. In the present study of 83 mother–child dyads ( M age = 56.92 months), mothers reported their child’s attachment security and temperament, and children’s behaviors following jealousy-evoking events were observed. The results revealed that as security increased, children were less likely to exhibit externalizing jealousy behaviors, but temperament did not predict jealousy behaviors. These findings support the notion that attachment security is more related than temperament to this aspect of socioemotional development.

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