First-generation college students (FGCS) often have different cultural values, practices, and goals from those of students from college-going families. As they navigate college, FGCS coordinate these values, practices, and goals with those of their families, noncollege-going friends, and communities. We draw on longitudinal and cross-sectional studies of FGCS attending a public university in California to address three research questions: (1) What challenges do FGCS face in their transition to and through college?; (2) What resources do they use to surmount these challenges?; and (3) What is the association between FGCS' resources and challenges and their academic persistence and career goals? Results showed that FGCS who surmounted challenges and persisted toward graduation had emotional support from family and friends from home; developed supportive relationships with university peers, staff, and faculty; and believed that college would allow them to attain their future life and career goals.
We report a novel phenomenon in which long sequences of random dot arrays refreshing at 2.5 Hz lead to persistent illusory percepts of coherent apparent motion. We term this effect illusory apparent motion (IAM). To quantify this illusion, we devised a persistence task in which observers are primed with a particular motion pattern and must indicate when the motion pattern ends. In Experiment 1 (N = 119), we induced translational apparent motion patterns and show that both drifting motion (e.g., up-up-up-up) and rebounding motion (e.g., up-down-up-down) persists throughout many frames of uncorrelated random dots, although rebounding motion tends to persist for longer (a rebounding bias). In Experiment 2 (N = 60), we induced rotational IAM on an annulus-shaped display, and show that the topology of the display (whether the annulus is complete or has a gap) determines whether or not the rebounding bias is present. Based on our findings, we argue that IAM provides a powerful tool to study the mechanisms, constraints, and individual differences in the perception of illusory motion.
The present cross-sectional study aimed to (a) expand our understanding of the role of risk and resilience factors for adolescent adjustment during coronavirus disease (COVID-19) and (b) examine personal resilience, peer and teacher-student relationships as protective factors against mental health difficulties. A total of 3,662 students from 4th to 11th grades in Urumchi, China completed a survey in June 2020. Urumchi is an ethnically diverse city, with nearly 40% of the population in this school district being ethnic minority students. The schools of Urumchi closed in February 2020 and reopened in April 2020. The results of latent moderated structural equation modeling suggested that peer victimization was associated with greater mental health difficulties in students. Personal resilience and teacher-student relationships were promotive factors for better mental health and also served as a buffer from the negative effect of peer victimization on mental health. The results also showed divergent patterns for elementary versus secondary school students as well as gender differences. Implications for how schools can support students during COVID-19 were discussed.
Impact and ImplicationsFindings highlight the protective roles of personal resilience and teacher-student relationships in students' mental health during COVID-19 and emphasize the importance of monitoring peer victimization and mental health when reopening schools.
Coronavirus disease (COVID-19) pandemic is an unprecedented challenging time for parents and adolescents. The present study examines the role of parent work-life conflict on adolescent adjustment (i.e., academic engagement and mental health) and family processes (i.e., parental mental health and parenting) as potential mediators for this association. A total of 692 middle school students (53.2% boys; M age = 13.54 years, SD age = 0.58) and their parents (29.6% fathers and 70.4% mothers; M age = 44.75 years, SD age = 4.14 years) completed an online survey in May 2020 in Beijing, China. Results indicated that many parents (24.6%) experienced work-life conflicts amid the COVID-19 pandemic. Findings also showed that parent work-life conflict was negatively associated with youth academic engagement and mental health indirectly through parental mental health difficulties and parenting behavior (parental control, autonomy granting, and parental involvement). In addition, parental mental health difficulties had direct and indirect effects on youth adjustment via parenting behaviors, such that parental involvement and autonomy granting predicted greater academic engagement and covitality (co-occurrence of positive traits and positive mental health), whereas the parental control predicted youth mental health difficulties. Our findings extend prior research by examining the pathways linking parental work-life conflict to youth adjustment during COVID-19. Findings are discussed in terms of how to better support families and promote better youth academic engagement and well-being during COVID-19.
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