Career Development & Learning at Jesuit Colleges & Universities During the COVID-19 Pandemic & Beyond

Today’s youth are often interested in how they can work toward social justice, not just in their spare time, but also as part of their educations and careers. This includes students who are drawn to the social justice missions of Jesuit colleges and universities. In 2020, the COVID-19 public health crisis disrupted education and career plans, placing major obstacles along young adults’ pathways. Guided by the Engagement of Hope theoretical model, the current study examines student supports and how they may facilitate hope and learning. Mixed methods data were collected from five undergraduate students from a Jesuit university in a Midwestern city, using in-depth interviews and an online survey conducted in 2021. The findings reveal that students depicted their hopes for later careers, described learning numerous skills, used a wide array of college supports, and discussed the role of families in their education and career pathways. The authors reflect on adaptations made to student supports during the pandemic and on how student service programs at Jesuit institutions might continue to evolve in the post-pandemic era

Promoting Educational Equity: Embedding Transformative Social and Emotional Learning in Experiential Learning

Although college enrollment rates among Black and Latinx students have risen, inequities in graduation rates across racial and ethnic groups persist. Guided by the integration of strength-based frameworks, the proposed manuscript will discuss how experiential learning and teaching may serve a dual purpose: helping students enact social change while simultaneously reaching their education goals. The proposed manuscript will integrate the culturally engaging campus environments model with the transformative social-emotional learning (T-SEL) framework. Also, drawing from the existing literature, the proposed manuscript will describe a range of experiential learning activities and how they may involve T-SEL. We then conclude with implications for experiential education and future research. Embedding T-SEL in experiential learning may help increase educational equity in ways that are meaningful in the short- and long-run for college students, especially minoritized young adults

The long‐term effects on children and adolescents of a policy providing work supports for low‐income parents

New Hope, an employment‐based poverty‐reduction intervention for adults evaluated in a random‐assignment experimental design, had positive impacts on children's achievement and social behavior two and five years after random assignment. The question addressed in this paper was the following: Did the positive effects of New Hope on younger children diminish or even reverse when children reached the challenges of adolescence (eight years after random assignment)? Small positive impacts on school progress, school motivation, positive social behavior, child well‐being, and parent control endured, but impacts on school achievement and problem behavior were no longer evident. The most likely reasons for lasting impacts were that New Hope families were slightly less likely to be poor, and children had spent more time in center‐based child care and structured activities. New Hope represents a model policy that could produce modest improvements in the lives of low‐income adults and children. © 2011 by the Association for Public Policy Analysis and Management.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87035/1/20613_ftp.pd

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

The relationship between students' motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement. Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement. The variables in the model explained 21.3% of the variance in mathematics achievement. Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes

Maternal Sensitivity And Latency To Positive Emotion Following Challenge: Pathways Through Effortful Control

The ability to self‐generate positive emotions is an important component of emotion regulation. In this study, we focus on children's latency to express positive emotions following challenging situations and assess whether this ability operates through early maternal sensitivity and children's effortful control. Longitudinal relations between maternal sensitivity, infant negative affect, effortful control, and latency to positive emotion following challenge were examined in 156 children who were 33 months of age. Structural equation models supported the hypothesis that maternal sensitivity during infancy predicted better effortful control and, in turn, shorter latencies to positive emotions following challenge at 33 months. Directions for future research are discussed. RESUMEN La habilidad para autogenerar emociones positivas es un componente importante de la regulación de la emoción. En este estudio, nos enfocamos en el estado latente de los niños para expresar emociones positivas después de situaciones desafiantes y evaluar si esta habilidad opera a través de la temprana sensibilidad maternal y el esforzado control de los niños. Se examinaron las relaciones longitudinales entre la sensibilidad maternal, el efecto negativo del infante, el control esforzado, y el estado latente hacia la emoción positiva después de situaciones desafiantes, en 156 niños de 33 meses. Los modelos de ecuación estructural apoyaron la hipótesis de que la sensibilidad maternal durante la infancia predijo un mejor control esforzado y, a la vuelta, los más cortos estados latentes hacia emociones positivas después de situaciones desafiantes a los 33 meses. Se discuten las directrices para la investigación futura. RÉSUMÉ La capacité à auto‐générer des émotions positives est une composante importante de la régulation des émotions. Dans cette étude nous nous concentrons sur la latence des enfants à exprimer des émotions positives après des situations difficiles et nous évaluons si cette capacité opère à travers une sensibilité maternelle précoce et le contrôle fait avec effort des enfants. Les relations longitudinales entre la sensibilité maternelle, l’affect négatif du nourrisson, le contrôle fait avec effort et la latence et l’émotion positive après des difficultés ont été examinés chez 156 enfants de 33 mois. Des modèles d’équation structurelle ont soutenu l’hypothèse selon laquelle la sensibilité maternelle durant la petite enfance prédisait un meilleur contrôle avec effort et ensuite des latences plus courtes vers des émotions positives après des difficultés à 33 mois. Des directions pour des recherches à venir sont discutées. ZUSAMMENFASSUNG Die Fähigkeit, positive Emotionen selbst zu erzeugen, ist ein wichtiger Bestandteil der Emotionsregulation. In dieser Studie fokussieren wir auf die Latenzzeit von Kindern, positive Emotionen nach herausfordernden Situationen zu zeigen, und beurteilen, ob diese Fähigkeit durch frühe mütterliche Feinfühligkeit und bewusste Kontrolle der Kinder beeinflusst wird. Longitudinale Beziehungen zwischen mütterlicher Feinfühligkeit, dem negativen Affekt des Säuglings, bewusster Kontrolle und der Latenzzeit hinichtlich positiver Emotionen nach einer Herausforderung wurden bei 156 Kindern im Alter von 33 Monaten untersucht. Strukturgleichungsmodelle unterstützten die Hypothese, dass die Feinfühligkeit der Mütter während des Säuglingsalters eine bewusstere Kontrolle und wiederum kürzere Latenzzeiten für positive Emotionen nach einer Herausforderung im Alter von 33 Monaten voraussagen konnte. Hinweise für die zukünftige Forschung werden diskutiert. ABSTRACT The ability to self‐generate positive emotions is an important component of emotion regulation. In this study, we focus on children's latency to express positive emotions following challenging situations and assess whether this ability operates through early maternal sensitivity and children's effortful control. 抄録：ポジティブな情緒を自己生成する能力ability to self‐generate positive emotionsは、情緒調節の重要な構成要素である。この研究で、私たちは困難な状況の後に、子どもがポジティブな情緒を表出するまでの潜伏時間に焦点付け、この能力が早期の母親の感受性と子どもの努力したコントロールを通して作用するかどうかを評価する。母親の感受性、乳児のネガティブな感情、努力したコントロール、および困難後のポジティブな情緒表出潜時の縦断的な関係が、156人の33か月児について調査された。構造方程式モデルによって、乳児期の母親の感受性が、33か月時のより良い努力したコントロールと、次に、より短い困難後のポジティブな情緒表出潜時を予測するという仮説が支持された。Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/106874/1/imhj21445.pd

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation (Head–Toes–Knees–Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with 814 young children (ages 3–6 years). Results showed that girls in the United States had significantly higher individual behavioral regulation than boys, but there were no significant gender differences in any Asian societies. In contrast, teachers in Taiwan, South Korea, as well as the United States rated girls as significantly higher than boys on classroom behavioral regulation. In addition, for both genders, individual and classroom behavioral regulation were related to many aspects of school readiness in all societies for girls and boys. Universal and culturally specific findings and their implications are discussed

Disentangling the Influence of Socioeconomic Risks on Children's Early Self-Control

OBJECTIVE: Previous studies have shown that individual differences in self-control emerge early in childhood and predict a range of important outcomes throughout childhood and adulthood. There is however less knowledge about the social origins of self-control, including the mechanisms by which early socioeconomic adversity may lead to lower levels of self-control. This study aimed to extend understanding of the link between socioeconomic adversity and self-control by: (i) testing which individual aspects of socioeconomic risk uniquely predict lower self-control; (ii) testing whether objective socioeconomic risk operates independently of, or via, subjective parental stress; (iii) examining the interplay of socioeconomic risk factors and individual differences in children's temperament as predictors of early self-control. METHOD: Data were from a UK population birth cohort of 18,552 children born in 2000-01. RESULTS: Multiple individual socioeconomic risk factors have independent associations with children's self-control, including low parental education, income, and occupational class, insecure housing tenure, and younger parenthood. Results point to independent additive effects of exposure to objective and subjective risk. There was evidence of mothers' subjective stress partially mediating objective socioeconomic risks but only weak evidence of hypothesised interaction effects between temperament and socioeconomic risk. CONCLUSION: Results were consistent with additive risk and bioecological perspectives

Self-Regulation in Early and Middle Childhood as a Precursor to Social Adjustment Among Low-Income, Ethnic Minority Children

Although existing research has shed much light on the development of ethnic minority children, many studies focus on maladjustment, such as behavioral problems, without also speaking to positive experiences in children’s lives, such as friendship. An aspect of development that predicts both positive and negative outcomes for children is self-regulation. The present study investigates precursors and sequelae of self-regulation in middle childhood among low-income, ethnic minority children. The four self-regulatory constructs examined in the current study include low-level executive function (EF; e.g., working memory), high-level EF (e.g., planning), effortful control (EC; e.g., delay of gratification), and impulsivity (e.g., does not think before doing). EC in preschool was related to high-level EF and impulsivity in elementary school. High-level EF explained positive and negative aspects of social development during middle childhood. Additionally, self-regulation during elementary school played a mediating role between EC in preschool and social development in middle childhood