Agency, Identity Development, and Subjective Well-Being, Among Undergraduate Students at a Central United States University

Booker, Jordan A.; Wesley, Rachel; Pierre, Natasha

doi:10.1353/csd.2021.0049

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Mastery is linked to the ways people believe themselves capable of achieving challenges and persevering through setbacks (Diener & Dweck, 1978, 1980; Dweck, 1991). These beliefs have implications for how individuals select goals and how they frame past accomplishments with assertiveness and autonomy (Benita et al, 2014; Booker et al, in press). Mastery is aligned with incremental views of human abilities and views that attributes of the self (e.g., morality, skill, and intelligence) are not fixed or static.…”

Section: Masterymentioning

confidence: 99%

“…We aimed to test whether similar findings were replicated in the current project. Last, there are gender norms and stereotypes for directing goals toward relating with and building communion with others; however, gender is not consistently linked to mastery and agency (e.g., Booker et al, in press; Hobfoll et al, 2002). Hence, we explored moderation by gender, but did not hypothesize specific interaction effects.…”

Section: Masterymentioning

confidence: 99%

See 1 more Smart Citation

Intergenerational transmission of mastery between mothers and older offspring: Considering direct, moderated, and mediated effects.

Booker¹,

Ell²

2022

Developmental Psychology

Self Cite

View full text Add to dashboard Cite

Mastery involves a sense of having control over one's surroundings and an ability to accomplish meaningful goals and determine important meaningful outcomes across situations. Mastery is a dynamic, learned resource that has implications for mental health. Although mastery is known to be influenced by exposure to family members (i.e., parental socialization, parenting styles; provided opportunities for autonomy and choice) there remain few long-term considerations of intergenerational transmission of mastery within families and the enduring implications for offspring's mental health and adjustment. Using a nationally representative sample from the National Longitudinal Survey of Youth, the current study addresses the longitudinal effects of mothers' early sense of mastery on adolescent and adult offspring's mastery and well-being. In considering mothers' reports between 1987 and 1992 and offspring's ongoing reports between 1994 and 2012; this study addressed questions about direct, moderated, and mediated mother effects on longitudinal offspring outcomes. Mother mastery and mother self-esteem predicted offspring's respective reports, but only mother mastery predicted offspring depressive symptoms. Effects of mother mastery, but not mother self-esteem, were moderated by offspring age. Older offspring of high mastery mothers showed the largest benefits for reported mastery. Older offspring of low mastery mothers reported the greatest concerns with depressive symptoms. Last, effects of mother mastery on offspring depressive symptoms were mediated by offspring mastery and self-esteem. We discuss the fit of these findings with existing theories and empirical work on intergenerational transmission.

show abstract

Section: Masterymentioning

confidence: 99%

Section: Masterymentioning

confidence: 99%

Intergenerational transmission of mastery between mothers and older offspring: Considering direct, moderated, and mediated effects.

Booker¹,

Ell²

2022

Developmental Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…The NCAA (2021a) discusses the importance of education and continued development in areas surrounding nutrition, heart health, mental health, health insurance, drug and alcohol prevention, prevention of injuries and concussions, and interpersonal relationships, which specifically refers to sexual assault and interpersonal violence. These specific perspectives fail to integrate a comprehensive approach to well-being, as the aforementioned initiatives do not address holistic well-being and are missing two critical aspects including community or social engagement (e.g., Haynes et al, 2016;Newman et al, 2014;Rueger et al, 2010), and personal self-discovery or identity development (e.g,, Booker et al, 2021;Schwarts et al, 2013), which are critical components within the collegiate experience that should not be ignored.…”

Section: Well-beingmentioning

confidence: 99%

Rethinking Disability Inclusion in Intercollegiate Athletics

Stokowski

O'Donnell

2022

sij

View full text Add to dashboard Cite

As higher education continues to strive to be inclusive and accepting of all identities, the NCAA must reconsider some of its practices and policies surrounding disability. The NCAA has started to recognize the importance of varying abilities within specific policies and procedures but there is still improvement that must be made to achieve an equitable experience for all athletes. By incorporating universal design into the implementation of the NCAA’s missions and priorities of academics, fairness, and well-being, the NCAA must re-examine which athletes are being excluded by its practices. Within academic regulations, the NCAA must reconsider initial eligibility, minimum credit hour requirements, and progress towards degree. The NCAA seeks to create an atmosphere of fairness; however, the inclusion of varying ability levels is excluded throughout various statements, hiring practices, and how specific sports are played. The NCAA has made well-being a top priority but this cannot be achieved without representation and focus on disability identity. This implies that more funding and resources should be implemented to support the understanding of disability identity development and formation. It is time for the NCAA to rethink how disability can be included thoroughly throughout all aspects of collegiate sports.

show abstract

Cultivating long-term well-being through transformative undergraduate education

White,

Allen,

Buffinton

et al. 2024

PNAS Nexus

View full text Add to dashboard Cite

Despite the growing body of research suggesting certain pedagogical approaches that can support student well-being, higher education has not fully embraced these approaches and typically still does not view well-being as a high priority in comparison with other metrics such as retention or GPA. Here, we contend that universities must play an active role in supporting lifelong well-being in their student populations by expanding their definitions of student success and providing opportunities and programs that support elements related to well-being. We propose a student well-being nexus, which comprises a sense of belonging, agency, purpose, identity, civic engagement, and financial well-being. This article provides a perspective on the importance of each element to well-being and which pedagogical practices have been shown to support various dimensions of well-being in undergraduate education, such as service learning, undergraduate research, and mentoring. In addition, it showcases 6 exceptional initiatives from various universities that aim to support one or more of the student well-being nexus dimensions, which can serve as models for other universities. Finally, several guiding principles are outlined for higher education institutions to support the implementation of student well-being initiatives and transformational learning opportunities. These include assessment of initiatives, embedding initiatives into the curriculum, and avoidance of creating additional financial burdens for students. These efforts can promote well-being on college campuses and beyond graduation.

show abstract

Agency, Identity Development, and Subjective Well-Being, Among Undergraduate Students at a Central United States University

Cited by 4 publications

References 0 publications

Intergenerational transmission of mastery between mothers and older offspring: Considering direct, moderated, and mediated effects.

Intergenerational transmission of mastery between mothers and older offspring: Considering direct, moderated, and mediated effects.

Rethinking Disability Inclusion in Intercollegiate Athletics

Cultivating long-term well-being through transformative undergraduate education

Contact Info

Product

Resources

About