Ethnic-Racial Identity Developmental Trajectories Across the Transition to College

Within-person reciprocal links between stress, sleep, and depressive symptoms across Latino/a adolescents' transition to and through college

Evidence suggests bidirectional relations between stress, sleep, and depressive symptoms in adolescence and young adulthood. Less research has disaggregated within- and between-person variance in these associations over time or within Latino/a college students. This study examined longitudinal, within-person reciprocal relations between stress, sleep, and depressive symptoms among 181 Latino/a adolescents (M age = 18.10; SD = 0.41, 35% male) transitioning to college. Participants were assessed in their senior year of high school and annually until their fourth year of college. A random intercept cross-lagged panel model (RI-CLPM) was used to parse out within- and between-person sources of variance. Results indicated overall (between-person) relations among depressive symptoms and school/college stress and sleep problems. There were reciprocal within-person links between stress and sleep problems across the first two years of college. Within-person increases in depressive symptoms during the second year of college predicted more stress than usual in the third year, which predicted increased depressive symptoms in the fourth year. More sleep problems than usual in the third year of college predicted higher stress in the fourth year. Findings provide evidence for within-person cross-lagged relations among various domains of adjustment during college and may inform future prevention efforts for incoming Latino/a college students targeting mental health and sleep problems.

Evaluating a School-Based Intervention on Adolescents' Ethnic-racial Identity in Sweden

Finding developmentally appropriate ways to support youth in understanding their own ethnic-racial identity is needed, particularly in contexts like Sweden where such support is not the norm. This preregistered longitudinal study examined whether an 8-week school-based intervention, the Identity Project, impacted youth ethnic-racial identity exploration (participation and search), resolution, private regard, and centrality. Participants were 509 adolescents in the 10th grade (Mage = 16.28, SD = 0.80; 65% self-identified girls; 52% minoritized ethnic background), who were randomized into an intervention or wait-list control group and assessed at baseline and three times post-intervention. The findings indicated an initial and simultaneous effect of the intervention only for exploration participation and resolution but did not show the expected chain of effects with earlier exploration predicting later resolution. Growth models indicated a greater increase in exploration participation over time for the intervention group than the control group. The findings indicate a mixed picture about the effectiveness of the intervention, with effects primarily narrowly targeted to exploration participation, but nevertheless highlight the potential for supporting Swedish youth in engaging with their ethnic-racial identities.

Cultural adaptation and transitions within international higher education: University students' experiences of studying abroad during the 2020 Coronavirus pandemic

This qualitative study explored students' lived experiences of higher education study abroad programs during the Covid-19 pandemic. Studying individual experiences in extraordinary circumstances like a pandemic can reveal personal, organisational and process-related resilience relevant to understanding and planning future events. Online semi-structured interviews with thirteen international students from four continents (North America, South America, Europe and Asia) were conducted amidst the pandemic in the Spring of 2021. Transition Theory underpinned the study. Interviews with students were used to explore personal strategies adopted to support the transition to virtual platforms during the pandemic. Through Interpretative Phenomenological Analysis, four response categories were identified: Functioning in Ambiguity, The Importance of Language and Culture, Reshaping Community, and Alternative Experiences in Intercultural Connectivity. Participants' responses delved into aspects of acculturation, culture shock and resiliency amidst the disruption. These findings may inform future practices for international professionals supporting students studying abroad.