Catherine P. Chou

Youth risk-taking behaviors present important public health concerns due to their prevalence and potential adverse consequences, underscoring the need for research and prevention strategies to promote youth’s healthy development. The present research examined the relationship between parental psychological control and risk-taking behaviors via benefit perception among high school and college students in Taiwan. Using a cross-sectional design, the study surveyed 378 participants to assess maternal and paternal psychological control, benefit perception, and engagement in risk-taking behaviors. Results indicated no significant difference in psychological control or benefit perception between high school and college students. However, college students reported higher levels of risk-taking behaviors, such as risky driving, alcohol use, and unprotected sex. Both maternal and paternal psychological control positively correlated with benefit perception and risk-taking behaviors. Furthermore, benefit perception mediated the relationship between psychological control and risk-taking behavior among high school and college students. These findings suggested that parental psychological control indirectly influenced youth risk-taking by shaping their perceptions of the benefits of such behaviors. The study highlights the importance of promoting autonomy-supportive parenting to reduce risk-taking behaviors and advocates for programs that enhance decision-making skills among adolescents and emerging adults.

Background: Research on the dimensions of emerging adulthood has disproportionately focused on students from four-year universities. Methods: Using data from the EAMMi2 project (Grahe et al., 2018), we assess whether the dimensions of emerging adulthood (as the age of possibilities, instability, identity explorations, and feeling in-between) vary between four-year university and community college students. We also explore how emerging adults compare on the need to belong and subjective well-being. Results: Four-year university students (N = 1,221) identified more strongly with the negativity/instability and feeling in-between dimensions of emerging adulthood than community college students (N = 300). Community college students, however, were higher on identity exploration, with no differences between the groups in identification with the experimentation/possibilities dimension of emerging adulthood. Four-year students reported higher well-being and higher belonging needs compared to their counterparts at community colleges. Regardless of school type, experimentation/possibilities and feeling in-between predicted higher well-being whereas negativity/instability predicted lower well-being and higher belonging needs. Conclusion: These findings highlight nuance in the experiences of emerging adulthood, as evidenced by both some shared experiences and group-level differences.

Ang Lee was the first Chinese woman to earn a PhD in Psychology in the U.S. in 1923. Her dissertation focused on an investigation of memory retention and its relation to intelligence, which has inspired later research on intelligence and contributed to the field of learning and memory. Interpreting Lee's study from other approaches, including the various aspects of intelligence, the gender perspective, and the developmental perspective, further provides an alternative explanation of the findings as well as the implications for future research. The application of her research in classroom use is also discussed to help students explore memory strategies to advance their learning. Lee's dedication to research and education in both the U.S. and China made her unquestionably a critical early contributor to psychological research.

Background: Research on the core features of emerging adulthood has disproportionately focused on students from four-year universities. Methods: Using data from the EAMMi2 project (Grahe et al., 2018), we assess whether the core features of emerging adulthood (as the age of possibilities, instability, identity explorations, and feeling in-between) vary between four-year university and community college students. We also explore how emerging adults compare on the need to belong and subjective well-being. Results: Four-year university students (N = 1,221) identified more strongly with the negativity/instability and feeling in-between dimensions of emerging adulthood than community college students (N = 300). Community college students, however, were higher on identity exploration, with no differences between the groups in identification with the experimentation/possibilities feature of emerging adulthood. Four-year students reported higher well-being and higher belonging needs compared to their counterparts at community colleges. Regardless of school type, experimentation/possibilities and feeling in-between predicted higher well-being whereas negativity/instability predicted lower well-being and higher belonging needs. Conclusion: These findings highlight nuance in the experiences of emerging adulthood, as evidenced by both some shared experiences and group-level differences.