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As stereotype threat was initially examined in experimental settings, the effects of such threats have often been tested by temporarily manipulating social identity threats. This study expands the literature by examining 9th-grade adolescents’ naturalistic stereotype threat, using data from the National Study of Learning Mindsets in the United States (n ~= 6040, age: 13–17, Mage = 14.31, 6.9% Black boys, 6.5% Black girls, 13.1% Latinos, 12.3% Latinas, 31.5% White boys, 29.7% White girls). The results indicate that Black and Latinx students experience higher levels of stereotype threat in high school mathematics classrooms than do their White peers. When students perceive that their teachers have created fixed mindset climates, they experience greater stereotype threat. Stereotype threat, in turn, negatively predicts Black and Latino boys and White girls’ later achievement via anxiety. These findings highlight the importance of creating mathematics classrooms that cultivate a growth mindset and minimize social identity threat.

Individuals develop diverse social attitudes during adolescence. This study focused on adolescents’ cooperative and competitive attitudes from grades 7–11 and their outcomes in grade 12. The sample included 6,908 South Korean adolescents (47.6% girls, mean age = 12.83, range = 12–15). Latent cross-lagged models revealed negative directional associations between cooperative and compet itive attitudes for grades 7–10, but no significant associations for grades 10–11. Cooperative attitudes contributed more to social than academic outcomes, whereas competitive attitudes more positively predicted academic outcomes. The results suggest that educators who support early to mid-adolescents’ cooperative or competitive attitudes need to strike a delicate balance as these attitudes do not change independently and both have distinct strengths and weaknesses.

Much of the workforce demand in science, technology, engineering, and mathematics (STEM) in the United States goes unmet, and females and racial/ethnic minorities are vastly underrepresented in these fields. To understand the psychological antecedents for STEM career attainment, this study took an intersectional approach and examined racial/ethnic and gender differences in youth’s math-related ability beliefs—growth mindset, self-concept, and career expectancy—and their longitudinal relations to STEM career attainment. Specifically, the study utilized nationally representative data of 10th graders over 10 years (n ~ = 14,320, Mage = 16.46, 50.4% female; 60.6% White, 15.5% Latinx, 14.1% Black, 9.8% Asian). The results indicated that youth’s math-related ability beliefs positively predicted their later STEM career outcomes. Furthermore, female adolescents’ math self-concept was more negative than male adolescents among Whites and Latinxs but not among Blacks and Asians. Black adolescents did not fully garner the advantage of having positive self-concept. Finally, high school math achievement did not predict Latina and Black youth’s STEM career expectancy. The current findings inform future interventions that different ability beliefs may need to be targeted for each race/ethnicity and gender.

OBJECTIVEWe describe the development of the Appraisal of Nursing Practice (ANP) and present initial psychometric data. BACKGROUNDAlthough measures of new nursesʼ confidence in clinical practice exist, psychometrically sound observational tools that assess a broad range of nursing competencies are needed. METHODSBased on the Quality and Safety Education for Nurses competencies, the 37-item ANP covers person-centered care, teamwork and collaboration, evidence-based practice/quality improvement, safety, informatics, professionalism, and overall satisfaction (with the new nurseʼs functioning). Cognitive interviewing was used to refine the items. Assessment of interrater reliability and a field test in a new nurse residency program were conducted. RESULTSInterrater reliability and internal consistency reliability were generally acceptable. Scores increased significantly for nurses as they moved through a nurse residency program. CONCLUSIONSThe ANP can help nursing administrators identify areas where nurse residents are building needed competencies versus areas that need more work to achieve desired competency outcomes.

This study analyzed human norovirus genogroup II (GII) strains detected in Gwangju, South Korea, between 2020 and 2024, focusing on genetic diversity and recombination at the ORF1-ORF2 junction involving the RNA-dependent RNA polymerase (RdRp, ORF1) and the major capsid protein VP1 (ORF2). Using year-round surveillance-based clinical samples, the analysis revealed that recombination events near the ORF1-ORF2 junction were a major driver of genotype replacement over time. Multiple recombinant lineages, including GII.4[P16], GII.17[P31], GII.3[P25], and the emergent, rarely reported genotype GII.7[P7], were detected during the study period. Although the RdRp gene is relatively conserved, sequence variation accumulating near the ORF1-ORF2 boundary may facilitate the emergence of new recombinant RdRp-VP1 combinations. These findings indicate that gene exchange at the ORF1-ORF2 junction plays a central role in shaping human norovirus genetic diversity.

The present research explores whether the relationship between parental behavioral control and student’s motivation differs based on whether the control is exerted on higher-order goals (e.g., career decision-making) or lower-order goals (e.g., daily homework). Drawing from prior research indicating the significance of autonomy support, particularly for meaningful tasks, we hypothesized that parental behavioral control on higher-order goals would show a more pronounced negative association with student’s academic and career motivation compared to parental behavioral control on lower-order goals related to weekly academic goals and homework. Two studies, utilizing samples from diverse cultures and age groups, specifically, U.S. college students (Study 1: n  = 148) and South Korean middle school students (Study 2: n  = 6,908), substantiated this hypothesis. Results from two studies confirmed that parental behavioral control on higher-order goals had a more substantial negative association with student’s academic and career motivation, including intrinsic motivation and competence beliefs, compared to parental control on lower-order goals. These findings underscore the importance of fostering autonomy in students, particularly concerning their higher-order goals such as career decision-making. Highlights Parental behavioral control over lower-order goals, such as weekly academic goals, was negatively associated with U.S. college students’ motivation. Parental behavioral control over lower-order goals was positively associated with South Korean middle school students’ motivation. Regardless of samples, parental behavioral control over higher-order goals, such as career goals, was more negatively associated with motivation than parental control over lower-order goals. The findings suggest the importance of supporting students’ autonomy, especially for their higher-order goals.

Adolescents who hold an entity theory of personality – the belief that people cannot change – are more likely to report internalizing symptoms during the socially stressful transition to high school. It has been puzzling, however, why a cognitive belief about the potential for change predicts symptoms of an affective disorder. The present research integrated three models – implicit theories, hopelessness theories of depression, and the biopsychosocial model of challenge and threat – to shed light on this issue. Study 1 replicated the link between an entity theory and internalizing symptoms by synthesizing multiple datasets (N = 6,910). Study 2 examined potential mechanisms underlying this link using 8-month longitudinal data and 10-day diary reports during the stressful first year of high school (N = 533, 3,199 daily reports). The results showed that an entity theory of personality predicted increases in internalizing symptoms through tendencies to make fixed trait causal attributions about the self and maladaptive (i.e., “threat”) stress appraisals. The findings support an integrative model whereby situation-general beliefs accumulate negative consequences for psychopathology via situation-specific attributions and appraisals.

Self-set goals, selected by students for themselves, have known motivational benefits leading to increased autonomy and intrinsic motivation. In spite of the motivational benefits, students often fail to accomplish self-set goals because they lack the social motivator ascribed to assigned goals. The purpose of this research was to investigate methods of increasing students' commitments to self-set goals using implementation intentions: plans for when, where, and how to work toward a goal. The results of two studies revealed that implementation intentions increased students' performance on self-set goals relative to assigned goals through enhanced goal commitment and effort. Our findings suggest that the positive effects of self-set goals are greater when they are coupled with implementation intentions.

Failing to meet personal academic goals in college, such as completing a final paper or finishing weekly reading materials, often results in poor performance, failing grades, or even class withdrawal. A great deal of research has established the benefits of setting goals for performance. Research has also suggested that self-concordance, utility value, difficulty, and specificity of goals influence the benefits of setting goals. To date, however, many of these goal characteristics have been independently examined outside of educational contexts (e.g., in work settings) and never tested simultaneously altogether. In addition, little work has examined how these different goal characteristics predict college students’ effort and well-being on a daily basis. As a result, researchers have overlooked the problem that students tend to overestimate their effort when it is measured across different days. I conducted this research to remedy this gap by investigating how various goal characteristics, including self-concordance, utility value, difficulty, and specificity, predict students' time spent toward their goals and emotional well-being during goal pursuit on a daily basis. Using both variable- and person-oriented analyses, I found two key elements that positively predicted students’ daily time spent toward their goals and emotional well-being: self-concordance and utility value. Goal difficulty and specificity did not statistically significantly predict college students’ time spent and emotional well-being. Furthermore, I also revealed the reciprocal relations among time spent and emotional experience. College students spent more time working toward their goals on the day they felt stronger emotions regardless of its valence. On the day students spent more time, they experienced heightened positive and negative emotions. The greater positive emotions, in turn, led students to reduce their time spent toward their goals on the next day. The finding emerged even after controlling for characteristics of goal pursuers (e.g., sex, race, prior GPA, self-control, social support, and readiness) as well as prior day’s effort and emotions. Through daily examinations of students' goal characteristics, effort, and emotions, I hope that this dissertation contributes to broadening the applicability of goal-relevant motivational theories to students' daily academic experiences and to educators' knowledge regarding effective goal practices.

Prosocial behavior is contagious, such that prior work has shown people (across all ages) rely on social examples -whether and what others contribute as guides of their own prosocial decisions. Specifically, both children and adults are more likely to cooperate, donate or share resources and care for others when they learn that others have done the same. The prototypical prosocial modeling situation involves a prosocial model and someone who observes the model's behavior. Specifically, an observer is exposed to a prosocial model who helps someone in need. Then, the observer is given the opportunity to also help someone in need. The critical outcome of interest is whether the observer imitates the model's behavior. We found no evidence that the more similarities exist between the model and observer, the more impactful effect the modeling should produce. Specifically, modeling effect was similar regardless of whether there exists gender match or mismatch between the model and observer. In fact, modeling effects were larger when the model was older (as opposed to similar age) than the observer.