The role of emotional similarity and emotional accuracy in belonging and stress among first-generation and continuing-generation students.

Extensive research has documented the psychological, social, and academic predicament of first-generation college students. However, basic psychological mechanisms underlying the challenges experienced by these students have been understudied. Taking a cultural psychology perspective, the present research considers the role of emotional (mis)match as a key mechanism for explaining first-generation students' lowered well-being. A sample of 344 American undergraduate students completed a survey designed to measure two aspects of emotional processing: (1) Emotional Accuracy - how accurately students perceive emotional reactions of majority-culture students (continuing-generation junior and senior students who have been socialized into college culture), and (2) Emotional Similarity -how similar students' emotions are to the emotions experienced by majority-culture students. Emotional Accuracy predicted positive outcomes, in general, but was lower among first-generation students. Unexpectedly, Emotional Similarity predicted negative student outcomes. As one of the first studies addressing basic psychological mechanisms in college adjustment, these findings underscore the importance of understanding the roles that specific emotional processes play in social adjustment.

Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study.

As frontline education providers, teachers have encountered many challenges since the outbreak of the COVID-19 pandemic. To better understand teacher well-being during this crisis and inform practices to support them, this study employed an online survey with a mixed-methods approach to assess teacher well-being and the support they need to work effectively. A sample of 151 elementary school teachers in the United States was recruited in summer 2020 to complete an online survey through emails and social media outlets. Participants were asked to provide retrospective reports of their experiences teaching in spring 2020 after schools closed due to COVID-19. The majority of participants reported feeling emotionally exhausted and high levels of task stress and job ambiguity. Consistent with hypotheses, path analysis testing a model informed by the job demand-resources framework indicated that task stress and job ambiguity were robustly related to teacher well-being. Moreover, three job resources (i.e., teaching efficacy, school connectedness, and teaching autonomy) were related to job satisfaction. A moderation finding revealed that teachers who reported high teaching efficacy felt emotionally exhausted when they were unclear of their job duties. Thematic analysis of responses to an open-ended question found that teachers would feel supported if provided resources to develop competence in distance learning, workplace emotional support, and flexibility during COVID-19. The findings identified a critical need to allocate more attention and resources to support teacher psychological health by strengthening emotional support, autonomy, and teaching efficacy. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Not All Forms of Independence Are Created Equal: Only Being Independent the "Right Way" Is Associated With Self-Esteem and Life Satisfaction.

Past research has found a strong and positive association between the independent self-construal and life satisfaction, mediated through self-esteem, in both individualistic and collectivistic cultures. In Study 1, we collected data from four countries (the United States, Japan, Romania, and Hungary; N = 736) and replicated these findings in cultures which have received little attention in past research. In Study 2, we treated independence as a multifaceted construct and further examined its relationship with self-esteem and life satisfaction using samples from the United States and Romania (N = 370). Different ways of being independent are associated with self-esteem and life satisfaction in the two cultures, suggesting that it is not independence as a global concept that predicts self-esteem and life satisfaction, but rather, feeling independent in culturally appropriate ways is a signal that one's way of being fits in and is valued in one's context.

Cultural Variability in the Association Between Age and Well-Being: The Role of Uncertainty Avoidance.

Past research has found a mixed relationship between age and subjective well-being. The current research advances the understanding of these findings by incorporating a cultural perspective. We tested whether the relationship between age and well-being is moderated by uncertainty avoidance, a cultural dimension dealing with society's tolerance for ambiguity. In Study 1 (N = 64,228), using a multilevel approach with an international database, we found that older age was associated with lower well-being in countries higher in uncertainty avoidance but not in countries lower in uncertainty avoidance. Further, this cultural variation was mediated by a sense of control. In Study 2 (N = 1,025), we compared a culture with low uncertainty avoidance (the United States) with a culture with high uncertainty avoidance (Romania) and found a consistent pattern: Age was negatively associated with well-being in Romania but not in the United States. This cultural difference was mediated by the use of contrasting coping strategies associated with different levels of a sense of control.