Parenting of children with ADHD has rarely been studied longitudinally. This paper documents the proportion of children with ADHD (n = 117) living in 10 locations in the US who experienced low maternal supportiveness at six different age points between 3 and 15 years. Children from the same sites without ADHD (n = 864) were used for comparison. Children with ADHD were more likely to experience very low maternal supportiveness at each age point as well as experience very low maternal supportiveness at two or more age points. Boys with ADHD were more likely than girls with ADHD to experience very low maternal supportiveness. Mothers with higher levels of education were less likely to display low supportiveness for ADHD and non-ADHD children.

PURPOSE:Holistic review for admissions is designed to mitigate the common systemic barriers applicants may face in their medical school application journey and the common mistakes committed by admissions committees, but limited literature outlines how this can be modeled. This study examined a blinded holistic admissions approach that emphasized mission and value alignment and the resulting characteristics of applicants by admission status. METHOD:Application data from 2,027 applicants to The University of Texas at Tyler School of Medicine with complete secondary applications for the 2022 to 2023 cycle were analyzed. Applicants were categorized by the most advanced stage they reached in the admissions process: not selected for interview (n = 1,742), interviewed (n = 239), or accepted (n = 46). Data included information on students' geographic ties to East Texas, institutional mission alignment, academic preparation information, and Computer-Based Assessment for Sampling Personal Characteristics (CASPer) test results. RESULTS:In the not selected for interview and interviewed groups, mission commitment was significantly negatively associated with geographic ties ( r = -0.189 and -0.209., respectively) and academic preparation ( r = -0.195 and -0.241, respectively). In the not selected for interview group, higher mission commitment scores were significantly associated with lower CASPer scores ( r = -0.110). In the interviewed group, higher geographic ties were significantly associated with lower academic preparation ( r = -0.143) and lower CASPer scores ( r = -0.280). Demographically, the accepted group had higher than expected counts of individuals who reported free or reduced lunch eligibility (14 vs 8), Pell Grant eligibility (22 vs 12), and family incomes of less than $50,000 per year (14 vs 6). CONCLUSIONS:This study demonstrates successful and effective implementation of a mission-aligned holistic admissions process, with accepted students exemplifying the mission of the institution and representing traditionally underrepresented groups.

In thirty years of valuable research on adolescent hope, factors like race/ethnicity, social class, and family context have not been adequately considered or integrated. The present study used an exploratory, intersectional approach to explore hope levels and correlates across individual (i.e., age, sex) and family (i.e., income, structure, mother/father hope, mother/father relationship quality) characteristics in four racial/ethnic groups through a cross-sectional design (national U.S. convenience sample recruited through online survey platform, n = 444; 46

Understanding the biological processes underlying poor self-rated health (SRH) can inform prevention efforts. The COVID-19 pandemic highlighted the importance of using self-reported measures and self-collected biospecimens, such as saliva, to understand physiological functioning and assist with health surveillance and promotion. However, the associations between salivary analytes and SRH remain understudied. The current study addresses this gap. In a laboratory-based study, 99 healthy adults (Mage = 23.8 years, SD = 4.5, 55

ObjectiveHope is a malleable, cognitive, motivational skill that supports college student outcomes. We evaluated a college-level curriculum that taught hope skills.ParticipantsUsing a voluntary response sampling method, a total of 50 participants were included in the present study with 25 in each the control and intervention group.MethodsAll students completed surveys on hope at the beginning and end of the semester. The intervention group participated in a 10-week curriculum; students in the control group completed their regular introductory course.ResultsThe intervention group had a significant increase in hope over the semester. Completing the hope course predicted significantly higher end-of- -semester hope, accounting for the beginning-of- semester hope.ConclusionsHope can be taught via a classroom setting using a curriculum that requires limited financial and time resources. Improving college student hope has implications for their academic and well-being outcomes.

A cultural-ecological approach posits that multiple sources of relational support can contribute to youths’ strengths development. Some such strengths are positive future expectations (PFE) and hope, both of which represent beneficial, future-oriented cognitive-motivational constructs; however, they have not been fully explored among Latinx youth. Furthermore, it is unknown how different socializing agents (i.e., family, teachers, friends) influence youths’ PFE, hope, and academic achievement, and if relations differ by gender and special education (SPED) designation. The present study (5th–12th grade Latinx students living in the Southwest U.S.; n = 748; 49% male; 15% SPED) investigated whether students’ relational supports longitudinally related to their PFE (for education/work, self-satisfaction, community involvement), hope, and academic achievement 1 year later. In the non-SPED designated sample, family support related to PFE for work/education and self-satisfaction for boys. Conversely, teacher support related to PFE for work/education and self-satisfaction for girls. PFE for community involvement was low across the sample. The same pattern emerged for hope, with family support significant for boys and teacher support for girls. For achievement, teacher support related positively across gender. Friend support had few significant associations overall, although a significant negative relation emerged between friend support and achievement for SPED students. SPED students had a positive path between family support and PFE for work/education. Findings support a multidimensional approach to increasing strengths and resilience through increased attention to family, teacher, and friend support across unique groups of Latinx youth.

Hope is a malleable cognitive-motivational skill that helps students identify personal goals and construct routes to achieve them. Hope is sustained through engaging contexts and supportive relationships. We examined cognitive school engagement, teacher support, and peer support during high school (297 students; 9th-11th grade; 45% female; 52% White, 45% Latinx, 3% other) as potential mechanisms in the process of sustaining hope over time, and predicting academic achievement. We hypothesized high school students' hope (time 1; T1) would be indirectly related to subsequent hope (time 2; T2) and achievement (time 3; T3) via cognitive school engagement and supports (T2). Significant longitudinal indirect effects emerged from T1 hope to T2 hope via T2 cognitive school engagement and peer support, and between T1 hope and T3 achievement via T2 cognitive school engagement. Findings highlight the processes that link student hope with achievement and greater hope in the high school context.

Research Findings: We tested whether a universal classroom peer pairing intervention - Buddy Up - would strengthen dyadic peer interactions among preschoolers (N = 140; M-age = 56.49 months; 53.6% boys; 77.9% Latinx). The Buddy Up intervention was informed by Intergroup Contact Theory, which specifies the benefits of exposure to heterogeneous others. Teachers buddied children with other-gender peers. We hypothesized positive intervention effects on the quality of dyadic interactions overall and for other-gender interactions specifically. We also considered whether the effects would generalize (secondary transfer effects) to interactions with other-language peers (English and Spanish). Using a quasi-experimental design, we found intervention effects on improved peer interactions overall and for other-gender dyads. There was little evidence of improved interactions for other-language dyads. Same-gender dyads (notably girl-girl dyads) and same-language dyads (notably English-speaking dyads) also responded positively to the intervention. The use of dyadic peer interaction data during preschool represents an innovative feature of this study. Practice or Policy: Buddy Up facilitated positive peer interactions. This is a key building block through which social skills are built and friendships can grow. The findings suggest that early childhood teachers can successfully support students in developing relationships with peers.

Purpose: The Association of American Medical Colleges (AAMC) has described and supported holistic admissions processes to diversify the medical student population while encouraging medical schools to focus on all aspects of the applicant.1 However, many medical schools still prioritize academic metrics in admissions. Achieving diversity in admissions outcomes is made more challenging where using race as an individual factor is precarious or explicitly prohibited. To fully embrace a community-oriented holistic admissions process, we have aligned our mission and admissions criteria with the needs of our community, with particular focus on eradicating health disparities in East Texas.2 To this end, our medical school uses geographic ties from application and external county data to holistically consider regional ties, diversity, and structural vulnerability in enrollment decisions. We review the characteristics of those with completed applications versus those who received interviews. We hypothesized that focusing on our local and underserved region would yield a highly qualified, diverse, and community-oriented pool of students. Approach: Prospective students complete their initial applications via the Texas Medical and Dental Schools Application Service. Upon completion of primary application, qualified applicants are invited to submit secondary applications at no cost. Applicants who complete all secondary application components are reviewed by admissions staff for an interview decision. Applicant geographic ties indices (GTI) were computed by assigning points (then summing) for proximity to East Texas based on high-school location, birth county, mailing/permanent address, and college/university attended. Counties with higher concentrations of structural vulnerability factors/populations of historically excluded groups were given greater weight in the GTI. Higher scores indicate a stronger geographic tie to East Texas, with scores of 6 or above prioritized for interviews. We calculated an academic preparation index (API), comprised academic coursework/preparation, and a mission-characteristics index (MCI), focused on socioeconomic factors and community-focused activities. Higher scores indicated more academic preparation and more mission alignment (API and MCI, respectively). Students also completed a situational judgment test (Computer-based Assessment for Sampling Personal Characteristics [CASPer]). Outcomes: Data are presented below for those who completed applications (no interview) and those invited for interview. No interview (n = 1228) GTI: range = 0.00–14.00; mean = 0.38; SD = 0.98; median = 0.00 API: range = 1.00–20.00; mean = 17.18; SD = 3.00; median = 18.00 MCI: range = 0.00–20.00; mean = 5.68; SD = 4.02; median = 5.00 CASPer z score: range = –3.10 to 2.42; mean = –0.13; SD = 0.93; median = –0.13 Invited for interview (n = 135) GTI: range = 0.00–21.00; mean = 8.39; SD = 5.39; median = 9.00 API: range = 9.00–20.00; mean = 16.99; SD = 2.83; median = 18.00 MCI: range = 0.00–19.00; mean = 7.61; SD = 4.04; median = 7.00 CASPer z score: range = –2.79 to 2.11; mean = –0.27; SD = 1.02; median = –0.28 Preliminary 1-way analysis of variances showed no significant group mean difference in API or CASPer z scores. Students invited for interview had significantly higher MCI scores than those not invited for interview. Significance: Preliminary results highlight that holistic admissions emphasizing student recruitment based on geographic ties are possible and effective. The finding of no API difference highlights that favoring GTI when selecting students for interview does not compromise academic standards. Our approach also serves to “right-size” academics in the admissions process, something that is needed in community-based schools.3 According to the AAMC, by 2033, the nation will have a physician shortage in primary care and rural communities. Our community-oriented holistic admissions emphasize geographic ties providing more opportunities for students who may not have been accepted into medical schools that disproportionately emphasize academics; this could have implications for students underrepresented in medicine.4 Our school’s mission is to recruit students who want to serve East Texas; interviewing and admitting those who have ties to the community will likely result in greater retention5 and ultimately support the region’s critical need for physicians.

Objective:The pandemic caused by SARS-CoV-2 virus continues to have a profound effect worldwide. However, COVID-19 induced oral facial manifestations have not been fully described. We conducted a prospective study to demonstrate feasibility of anti-SARS-CoV-2 IgG and inflammatory cytokine detection in saliva. Our primary objective was to determine whether COVID-19 PCR positive patients with xerostomia or loss of taste had altered serum or saliva cytokine levels compared to COVID-19 PCR positive patients without those oral symptoms. Our secondary objective was to determine the correlation between serum and saliva COVID-19 antibody levels.Materials and methods:For cytokine analysis, saliva and serum were obtained from 17 participants with PCR-confirmed COVID-19 infection at three sequential time points, yielding 48 saliva samples and 19 paired saliva-serum samples from 14 of the 17 patients. For COVID-19 antibody analyses, an additional 27 paired saliva-serum samples from 22 patients were purchased.Results:The saliva antibody assay had 88.64% sensitivity [95% Confidence Interval (CI) 75.44%, 96.21%] to detect SARS-CoV-2 IgG antibodies compared to serum antibody. Among the inflammatory cytokines assessed - IL-6, TNF-α, IFN-γ, IL-10, IL-12p70, IL-1β, IL-8, IL-13, IL-2, IL-5, IL-7 and IL-17A, xerostomia correlated with lower levels of saliva IL-2 and TNF-α, and elevated levels of serum IL-12p70 and IL-10 (p < 0.05). Loss of taste was observed in patients with elevated serum IL-8 (p < 0.05).Conclusions:Further studies are needed to construct a robust saliva-based COVID-19 assay to assess antibody and inflammatory cytokine response, which has potential utility as a non-invasive monitoring modality during COVID-19 convalescence.

Scientifically, hope is a multi-faceted cognitive-motivational construct grounded in one’s ability to set goals and then identify routes toward goal attainment and feel confident in pursuing them. Researchers have highlighted the role of hope to promote positive outcomes for children, ranging from improving academic achievement to supporting mental health and serving as a resilience mechanism to adversity. Although the scientific base for the study of hope has been growing, there are still areas that need integration and attention, particularly to understand the role of context in hope development across childhood. Specifically, we briefly review the literature regarding the influence of hope in child development, highlight existing shortcomings regarding the lack of integration of social and contextual factors—which is particularly important in the realm of child development—and tie these shortcomings to theoretical approaches that can be integrated when examining hope. While we acknowledge important hope work to date, our aim is to spur future researchers to contextualize hope in ways that test and further validate hope as a key indicator of developmental thriving in research and practice.

The COVID-19 pandemic has introduced several unprecedented challenges to the U.S. public education system that have negatively impacted the nation’s teaching workforce. This study describes fourth grade teachers’ depressive and anxious symptoms and burnout prior to and 18 months after prolonged COVID-19 school closures in the 2020/2021 academic year. Within this, we provide further insight into the well-being of early-career teachers and teachers of color in order to highlight groups of teachers that may have been differentially impacted by pandemic-related stressors. Independent samples t -tests and analysis of variance (ANOVA) indicated that teachers who reported on their well-being after schools resumed markedly higher depressive symptoms, anxious symptoms, and burnout than teachers who reported prior to school closures, and that symptoms were highest among early-career teachers and teachers of color in the latter group, with teachers of color in the latter group reporting the highest symptomatology levels across all outcomes. Results can inform efforts to support teachers as we continue to navigate the long-term effects of the pandemic on teachers and students, and provide evidence that early-career teachers and teachers of color should be especially prioritized for targeted support.

The COVID-19 pandemic has entirely disrupted college students' education plans, often their physical location, and it remains elusive when life will return to prepandemic normalcy. The current study examined changing media use patterns during the COVID-19 pandemic, the effect of these patterns on feelings of concern regarding one's future and society, and the moderating roles of anxiety and depression in relations. Seventy-four college students (70% female;55% White, 24% Pell-grant eligible) completed an online survey assessing time spent on TV, social media, and video game use in spring of 2019 (T1) and spring of 2020 (T2). Results revealed TV and video game, but not social media, use increased from T1 to T2, and change in TV use positively predicted an increased concern about society. Further, moderation analyses showed increased social media use raised concern for one's future at lower levels of anxiety. Change in social media use raised concern for society at higher levels of depression. This study advances our understanding of college students' interactions with media during the COVID-19 pandemic, suggesting some types of media may have been used as coping mechanisms with various effects on concern for self and others. Mental health can be salient to these relations. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Impact Statement Public Policy Relevance Statement-This study showed the onset of the COVID-19 pandemic led college students to watch more TV and play more video games. This could be due to desires to stay current with news on the national emergency and due to unexpected confinement to home settings. More TV viewing predicted increased concern for society, perhaps due to constant reporting on deaths, hospital crowding, and virus spread on TV news. Increasing social media use also was related to increased concern for one's future for students low in anxiety and concern for society for students high in depression, potentially due to worrisome posts and dire news stories being posted at high rates. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.

Although researchers have documented the importance of school culture and the student-teacher relationship for academic success, limited work addresses how the collective efficacy of teachers within a school and student-teacher relationships may interact to predict student cognitive-motivational skills such as hope. Because hope is influential to students’ academic success, the current study investigated these relations among middle school students ( n = 297; 47% female; 56% White) and their homeroom teachers ( n = 17; 88% female; 71% White). Results from a cross-level interaction model showed positive direct effects from collective teacher efficacy and student-teacher relationship to student hope, and an interaction effect; collective efficacy was related to higher student hope under the condition of a higher-quality student-teacher relationship. Findings highlight the relations of teacher-level factors and student hope during middle school, a critically important period for academic development. Further, findings highlight how addressing school culture, and individual-level training for teachers, may be important avenues for promoting student hope.

The gendered nature of children's peer relationships has received little attention as a mechanism of change for students' social-emotional competencies. To address this gap, we tested the effects of an easy-to-implement universal intervention ( Buddy Up ) that paired preschoolers with other-gender peers for enjoyable, cooperative, and structured classroom activities. We considered whether the Buddy Up intervention, relative to a control condition, predicted changes in children's aggression and prosocial behavior. Participants were 140 preschoolers (53.6% boys; M-age = 56.49 months; 78% Mexican/Mexican-American) from the Southwestern United States. Following a 2-week pretest period in January (T1), teachers in intervention classrooms implemented the Buddy Up program, which continued until the end of the school year. Post-test data were collected in May (T2). As hypothesized, Buddy Up was associated with increased prosocial behavior and reduced aggression. Testing other-gender friendship participation as a moderator indicated that Buddy Up's effectiveness on prosociality and aggression was not significantly moderated by children's other-gender friendship. We also tested other-gender friendship participation as a mediator and found that Buddy Up increased children's likelihood of having other-gender friends which led to greater prosocial behavior. These findings demonstrated the utility of Buddy Up and the potential for positive outcomes associated with the facilitation of other-gender relationships in early childhood. (c) 2022 Elsevier Inc. All rights reserved.

AbstractIntroductionThe COVID‐19 pandemic has disrupted the lives of US students both at home and at school. Little is known regarding how adolescents perceive COVID‐19 has impacted (both positively and negatively) their academic and social lives and how protective factors, such as hope, may assist with resilience. Importantly, not all pandemic experiences are necessarily negative, and positive perceptions, as well as potential protective factors, are key to understanding the pandemic's role in students' lives.MethodUtilizing quantitative and qualitative approaches, the present study descriptively examined 726 6th through 12th grade (51% female, 53% White) students' perceptions of how COVID‐19 related to educational and life disruptions, and positive aspects of their lives, within the United States. Analyses additionally explored the role of pre‐pandemic hope in improving feelings of school connectedness during the pandemic.ResultsResults showed that most students felt that switching to online learning had been difficult and their education had suffered at least moderately, with a sizeable proportion of students feeling less academic motivation compared with last year. When asked to share qualitative answers regarding perceived challenges and positive aspects of life, themes were consistent with quantitative perceptions. Students' pre‐pandemic hope positively predicted students' feelings of school connectedness.ConclusionsFindings paint a complex picture of youth's COVID‐19 experiences and have implications for proactive ways to support students as COVID‐19 continues to affect daily life and educational structures and practices.

INTRODUCTION Science, technology, engineering, and mathematics (STEM) fields are growing rapidly and understanding adolescent's interest and hope for pursuing a STEM career is essential for additional growth and opportunity collectively and individually. Hope is a cognitive-motivational construct that includes three components: hopeful future expectations (HFEs), intentional self-regulation (ISR), and connection, and is associated with academic achievement and career pursuit; it has not been examined in relation to STEM. This study fills a gap in the literature by taking a multimethod approach to understanding the association between adolescents' hope and STEM career interests. METHODS Participants were 639 middle- and high-school adolescents in the southwestern United States who quantitatively reported their hope and STEM career interests and provided qualitative descriptions of reasons for wanting to pursue a STEM career. RESULTS Quantitatively, HFEs significantly and positively predicted STEM career interest. Relations were examined by gender and school level. For middle-school girls, ISR significantly predicted STEM career interest, for middle-school boys and high-school girls, HFEs positively significantly predicted STEM career interest, but results of high-school boys were nonsignificant. Qualitatively, adolescents mentioned reasons aligning with HFEs and ISR as motivations for pursuing a STEM career, as well as prosocial motivations. Additionally, they discussed their interest in a STEM career as a way to pursue other goals such as financial stability. DISCUSSION Findings highlight the possibility of hope as a malleable motivation for STEM career pursuit. Our findings support the components of hope as a salient associate of early STEM career interest, with adolescents who have high HFEs and ISR being particularly apt to say they would like to pursue a STEM career. Our results support the active development of hope among US adolescents as a catalyst toward personal and global success.

ABSTRACTIntroductionFeeling hopeful is an important condition for adolescents’ health, well‐being, and educational success and attainment, yet limited research has examined hope at different ages throughout adolescence. Information regarding hope levels across grade could help educators know when to capitalize on goal‐setting behaviors, and when to intervene should hope levels be low. Additionally, hope could help with the middle to high school transition because it presents opportunities and challenges, including school‐related stress, as students adjust to new environments and expectations.MethodsTo investigate hope levels across adolescence, inter‐ and intra‐personal analyses examined hope levels across grade‐level in two cohorts of southwestern U.S. students (n = 1,018, 6th‐10th grade students, 47% female, 55% White/45% non‐White, (predominately Latinx)). The study used online self‐report surveys to collect data. Next, longitudinal regression analyses across one year investigated relations of school stress and hope, and hope and achievement across the transition to high school.ResultsStudents in both cohorts reported relatively stable hope levels from 6th to 10th grade, except for large decreases in hope during 8th grade, which recovered during 9th grade. For longitudinal analyses across the high school transition, student stress about school performance primarily influenced 8th graders who had relatively low hope. Eighth grade hope predicted 9th grade academic achievement.ConclusionFindings regarding hope across adolescence show that hope is similar across grade, except for a large decrease in hope that may occur before the transition to high school. Longitudinal analyses showed that school performance stress may contribute to this decrease but may also assist in hope recovery after the transition. Findings support educational practices and policies that target student hope before the high school transition to potentially buffer student stress and promote high school achievement.