Selection and socialization effects of studying abroad.

OBJECTIVES: Studying abroad is often considered a life-changing experience. However, research on studying abroad has not always disentangled selection from socialization effects, leading to uncertainty about the actual impact of this experience. In this 4-wave longitudinal study, we examined both selection and socialization effects of a 4-week intensive study abroad program on 17 psychosocial variables related to motivation, academic achievement, well-being, and self-reflection. METHOD: We used propensity score matching and multiple-group growth curve models to examine selection and socialization effects in a sample of sojourners (n = 145) and non-sojourners (n = 291). RESULTS: We found selection effects for several variables related to students' motivation and well-being. Contrary to our predictions, we found no evidence for socialization effects of studying abroad on any of the outcome variables. CONCLUSIONS: Students who are relatively more intrinsically motivated and emotionally healthy appear to be more likely to study abroad. However, studying abroad for one month does not appear to lead to meaningful and lasting psychological change, on average. Our results highlight the need to examine both selection and socialization effects of study abroad programs with longitudinal data and well-matched comparison groups.

Associations of air pollution with peripheral inflammation and cardiac autonomic physiology in children.

Climate change-related disasters have drawn increased attention to the impact of air pollution on health. 122 children ages 9-11 years old, M(SD) = 9.91(.56), participated. Levels of particulate matter (PM2.5) near participants' homes were obtained from the Environmental Protection Agency. Cytokines were assayed from 100 child serum samples: IL-6, IL-8, IL-10, and TNFα. Autonomic physiology was indexed by pre-ejection period (PEP), respiratory sinus arrhythmia (RSA), cardiac autonomic regulation (CAR), and cardiac autonomic balance (CAB). IL-6 was positively related to daily PM2.5 (r = .26, p = .009). IL-8 was negatively associated with monthly PM2.5 (r = -.23, p = .02). PEP was positively related to daily (r = .29, p = .001) and monthly PM2.5 (r = .18, p = .044). CAR was negatively associated with daily PM2.5 (r = -.29, p = .001). IL-10, TNFα, RSA, and CAB were not associated with PM2.5. Air pollution may increase risk of inflammation in children.

Parenting matters: Parents can reduce or amplify children's anxiety and cortisol responses to acute stress.

Parents serve important functions in regulating children's responses to stress and challenge. However, the parental characteristics that modulate the effectiveness of parents as stress buffers remain to be fully characterized. To address this gap, this study examined parental characteristics and behaviors that may explain variation in parents' ability to buffer cortisol responses to acute stress of 180 children (ages 9-11 years old, M = 9.9 years, SD = .58). Children were randomly assigned to either participate in a public speaking task, the Trier Social Stress Test - modified for children (TSST-M) or a control condition. Children in the TSST-M condition were randomly assigned to prepare for the public speaking task either with their parent (N = 59) or alone (N = 60), whereas 61 children were assigned to the control condition (no TSST-M). We found that parental education moderated the effect of condition on children's responses to acute stress. Children whose parents had lower levels of education exhibited reduced cortisol responses in the parent condition compared to the alone condition, showing a buffered pattern of reactivity. In contrast, children of parents with high levels of education displayed higher cortisol reactivity in the parent condition compared to the alone and control conditions. Parental education was also positively associated with higher levels of state anxiety within the parent condition. These results suggest that highly educated parents may emphasize performance over comfort, amplifying their children's state anxiety and cortisol responses to a public performance.

Paradoxical gender effects in meat consumption across cultures.

Men tend to eat more meat than women, but it is not clear why. We tested three hypotheses in a cross-cultural design (20,802 individuals in 23 countries across four continents): that gender differences are (a) universal, (b) related to gender roles and thus weaker in countries with higher gender equality and human development, or (c) related to opportunities to express gender roles and thus stronger in countries with higher gender equality and human development. Across all countries, men tended to consume more meat than women. However, this difference increased significantly in countries with greater human development and gender equality. The paradoxical gender gap in meat consumption aligns with previous research that suggests greater differences in behavior across genders in contexts that are more developed and gender equal. We discuss implications for theories of culture and gender as well as practical implications for global meat reduction.

Disentangling self-concept clarity and self-esteem in young adults.

Self-concept clarity and self-esteem are powerful determinants of people's thoughts, feelings, and behaviors. Yet, even after over 30 years of research, the conceptual and empirical ties between these two self-aspects remain understudied, and little is known about the nature and function of their relationship. The present study aimed at discerning the empirical similarities and differences between self-concept clarity and self-esteem in order to examine whether they can be considered sibling constructs that are conceptually and empirically related, but not identical. Specifically, we used multivariate eight-wave longitudinal data from two cohorts of young adults (Cohort 1, N = 460; Cohort 2, N = 412) to examine the structural, cross-sectional, and longitudinal links between self-concept clarity and self-esteem, as well as their incremental validity and within-person transactions over time. We found strong evidence that self-concept clarity and self-esteem are not the same but sibling constructs. Specifically, both self-aspects were as follows: (a) structurally different and (b) cross-sectionally related, (c) shared similar but not identical developmental trajectories, (d) codeveloped over time, (e) demonstrated incremental validity in the prediction of important life outcomes, and (f) demonstrated distinctive within-person associations over time. Overall, the present study provides the most comprehensive demonstration that self-concept clarity and self-esteem are similar but different in several meaningful ways, which is of crucial importance for theory, research, and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).