Stereotype threat is defined as the situational predicament when people feel at risk of conforming to social stereotypes. Correspondingly, stereotype threat may negatively impair a persons’ working memory and cognitive abilities during neuropsychological tests due to hyper awareness of negative stereotypes. Moreover, it is critical to test the usability and the user experience of application-based neuropsychological assessments within diverse aging adult populations. In this pilot study, verbal expressions of feeling pressure to succeed, within a diverse population of young adults, were examined while taking an application-based neuropsychological assessment. Data was collected from 15 self-identified respondents (i.e., 7 Latinx, 5 Asian, 3 Bi-racial). Before beginning the assessment, 8 out of 15 participants exhibited self-handicapping behaviors such as offering explanations of mental exhaustion due to work and lack of sleep. Literature suggests these expressions are related to the onset of anxiety prior to taking cognitive tests, and contribute to potentially offering an excuse in anticipation of poor performance. Additionally, 3 out of 15 participants noted that even though the tasks were simple, they felt unintelligent because they did not complete the tasks to their best abilities (e.g., “I felt stupid. It was simple”). Findings from this pilot support the negative impact stereotype threats have on feelings of inadequacy and increase of anxiety levels among ethnic minorities in testing settings. Further emphases on examining the usability and user experience of application-based tests are needed, particularly within a diverse population of aging adults to facilitate more culturally competent neuropsychological testing experiences.
While there is extensive literature on the benefits of mentoring for mentees, less is known about the impact of those relationships on mentors, particularly, after mentors complete their careers (i.e., retirement). For academics, the time and energy spent mentoring students can either be beneficial or costly to productivity. This study explores the associations between past mentoring and present evaluations of retired academics’ careers, seeking to investigate the long-term career benefits of mentoring. Understanding the evaluation of older adults’ careers at retirement in relation to their prior engagement in mentoring is critical, as mentoring is an integral component of careers in academia. Survey data were collected from a national sample of 277 retired academics averaging 73.6 (SD=6.2) years old and 7.7 (SD=5.8) years post-retirement. Results from structural equation models demonstrated that retired academics who reported having more protegees (β=.19, p=.024) and engaged in more mentoring behaviors (β=.18, p=.027) exhibited increased objective career benefits. Providing more mentoring functions was also associated with higher subjective career achievement (β=.33, p<.001). Interestingly, the number of mentees and mentoring behaviors were not correlated to career satisfaction. Findings from the current study demonstrate the association between past mentoring experiences with career success. Examining the link between mentoring behaviors and overall assessments of career in retirement offers important insight into the long-term benefits of mentoring in higher education training prompting further research into the realization of these benefits in later life.
Mentors that guide young people in their transition to adulthood provide support in a variety of domains that set the stage for happier adult lives. While mentoring during emerging adulthood is associated with shorter-term social and professional success—less is known about whether mentoring for career and committed relationships, specifically, are linked to downstream well-being. This study uses nationally representative data from the Panel Study of Income Dynamics ( N = 6,197) to examine whether receiving mentoring in emerging adulthood is linked to later flourishing and subjective well-being. Structural Equation Models indicate that people with career mentors in emerging adulthood reported higher levels of flourishing and subjective well-being and those with committed relationship mentors reported more flourishing in later life. Findings suggest that emerging adults who receive career supports may have better chances of experiencing well-being downstream.
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