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• The Differing Effects of Symbolic Interpretation and Inclusion of Transcendence on Life Goals and Mental Health in Hungarian Adults

  61-75

  Virág Zábó

  Laura Faragó

  András Vargha

  Lisa Wooley

  Views:

  342

  This study aimed to investigate the influence of religious attitudes, namely Inclusion of Trancendence and Symbolic Interpretation on life goals and different aspects of mental health.
  Participants (N = 604) filled in an online questionnaire including the Post-Critical Belief Scale (Martos et al., 2009), the short version of Aspiration Index (Martos et al., 2006), and the Mental Health Test (MHT; see Oláh et al., 2018).
  We investigated the relationship between religious attitudes, life goals, and the subscales of mental health using path analyses. The Symbolic Interpretation of religious content predicts support for intrinsically motivated life goals, while the Inclusion of Transcendence predicts the refusal of extrinsic aspirations. Positive effects were revealed between the Inclusion of Transcendence and global well-being, strategies aim at creating and enchancing happiness, and resilience. Symbolic Interpretation was positively related to creative, executing individual and social efficiency, while negatively influenced resilience.
  The Inclusion of Transcendence and Symbolic Interpretation separately predict different aspects of life goals and mental health, and jointly support a higher quality of life.

• College Begins in Kindergarten: A Path to Higher Education Through Family-School Partnerships in a K-5 School

  1-12.

  K. Kayon Morgan

  Views:

  161

  As income inequality rises in the United States, students from low-income backgrounds and other excluded identities are likelier to remain in the lower income percentile, especially if they do not have college degrees (Kochhar & Cilluffo, 2018). Therefore, a critical approach is to focus on what happens before middle and high school, realizing that early childhood is prime for students to learn about college and their future. This study explored the practices influencing college-going aspirations for marginalized students in a K-5 school that engages teachers and families. The exploration extends the literature on how schools prepare elementary-aged students to develop college-going aspirations. The case study design collected data from observations, an administrative interview, and a document review. Findings revealed social and environmental practices influencing students and families regarding college-going attitudes and aspirations. The results have implications for curriculum and school culture to redefine the postsecondary conversation.