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Longitudinal Associations between Well-Being and Academic Achievement throughout the COVID-19 Pandemic: Testing the Moderating Role of Academic Stress among First-Generation and Continuing College Students

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Title: Longitudinal Associations between Well-Being and Academic Achievement throughout the COVID-19 Pandemic: Testing the Moderating Role of Academic Stress among First-Generation and Continuing College Students
Language: English
Authors: Chelsea Derlan Williams (ORCID 0000-0002-5244-8822), Oswaldo Moreno, Kristina B. Hood, Arlenis Santana, Kaprea F. Johnson, Sally I-Chun Kuo, Isis Garcia-Rodriguez, Rumbidzai Mushunje, Maria J. Elias, The Spit for Science Working Group, Jasmin Vassileva, Danielle M. Dick, Ananda B. Amstadter, Diamond Y. Bravo
Source: Journal of Diversity in Higher Education. 2025 18(1):S100-S110.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Sponsoring Agency: National Institute on Alcohol Abuse and Alcoholism (NIAAA) (DHHS/NIH)
National Center for Research Resources (NCRR) (DHHS/NIH)
National Institutes of Health (NIH) (DHHS)
Contract Number: P20AA017828
R37AA011408
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: First Generation College Students, Minority Group Students, College Students, Well Being, Academic Achievement, COVID-19, Pandemics, Stress Variables, Grade Point Average, White Students, Racial Differences, Predictor Variables, Ethnicity
DOI: 10.1037/dhe0000548
ISSN: 1938-8926
1938-8934
Abstract: First-generation and ethnic-racial minoritized college students experience greater academic disparities, but limited work has focused on intersectional experiences underlying academic achievement in higher education during the COVID-19 pandemic over time. The present longitudinal study examined the associations between various forms of well-being (i.e., emotional, psychological, and social) at T1 (Time 1; acute pandemic) predicting academic achievement grade point average (GPA) at T2 (ongoing pandemic), while accounting for T1 GPA. We also examined whether academic stress disrupted the association between T1 well-being and T2 GPA. We tested differences between first-generation college students of color, continuing (i.e., students who are not first-generation college students) college students of color, first-generation college White students, and continuing college White students (N = 880). Consistent with expectations, results indicated that the associations varied based on the intersection of ethnic-racial background and college student generational status. Among first-generation college students of color and continuing college students of color, psychological well-being at T1 predicted higher GPA at T2 but only when academic stress was low (high academic stress disrupted this association, and it became nonsignificant). Among continuing students of color, T1 emotional well-being predicted greater T2 GPA. Inconsistent with expectations, among continuing White students, T1 social well-being was associated with lower T2 academic achievement. Overall, findings indicate that examining the intersectionality of identities provides an important, nuanced understanding of students' academic achievement and how academic stress impedes positive processes over time.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506137
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Longitudinal Associations between Well-Being and Academic Achievement throughout the COVID-19 Pandemic: Testing the Moderating Role of Academic Stress among First-Generation and Continuing College Students
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  Data: <searchLink fieldCode="AR" term="%22Chelsea+Derlan+Williams%22">Chelsea Derlan Williams</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5244-8822">0000-0002-5244-8822</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oswaldo+Moreno%22">Oswaldo Moreno</searchLink><br /><searchLink fieldCode="AR" term="%22Kristina+B%2E+Hood%22">Kristina B. Hood</searchLink><br /><searchLink fieldCode="AR" term="%22Arlenis+Santana%22">Arlenis Santana</searchLink><br /><searchLink fieldCode="AR" term="%22Kaprea+F%2E+Johnson%22">Kaprea F. Johnson</searchLink><br /><searchLink fieldCode="AR" term="%22Sally+I-Chun+Kuo%22">Sally I-Chun Kuo</searchLink><br /><searchLink fieldCode="AR" term="%22Isis+Garcia-Rodriguez%22">Isis Garcia-Rodriguez</searchLink><br /><searchLink fieldCode="AR" term="%22Rumbidzai+Mushunje%22">Rumbidzai Mushunje</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+J%2E+Elias%22">Maria J. Elias</searchLink><br /><searchLink fieldCode="AR" term="%22The+Spit+for+Science+Working+Group%22">The Spit for Science Working Group</searchLink><br /><searchLink fieldCode="AR" term="%22Jasmin+Vassileva%22">Jasmin Vassileva</searchLink><br /><searchLink fieldCode="AR" term="%22Danielle+M%2E+Dick%22">Danielle M. Dick</searchLink><br /><searchLink fieldCode="AR" term="%22Ananda+B%2E+Amstadter%22">Ananda B. Amstadter</searchLink><br /><searchLink fieldCode="AR" term="%22Diamond+Y%2E+Bravo%22">Diamond Y. Bravo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2025 18(1):S100-S110.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 11
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  Data: 2025
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  Data: National Institute on Alcohol Abuse and Alcoholism (NIAAA) (DHHS/NIH)<br />National Center for Research Resources (NCRR) (DHHS/NIH)<br />National Institutes of Health (NIH) (DHHS)
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  Data: P20AA017828<br />R37AA011408
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  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/dhe0000548
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1938-8926<br />1938-8934
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: First-generation and ethnic-racial minoritized college students experience greater academic disparities, but limited work has focused on intersectional experiences underlying academic achievement in higher education during the COVID-19 pandemic over time. The present longitudinal study examined the associations between various forms of well-being (i.e., emotional, psychological, and social) at T1 (Time 1; acute pandemic) predicting academic achievement grade point average (GPA) at T2 (ongoing pandemic), while accounting for T1 GPA. We also examined whether academic stress disrupted the association between T1 well-being and T2 GPA. We tested differences between first-generation college students of color, continuing (i.e., students who are not first-generation college students) college students of color, first-generation college White students, and continuing college White students (N = 880). Consistent with expectations, results indicated that the associations varied based on the intersection of ethnic-racial background and college student generational status. Among first-generation college students of color and continuing college students of color, psychological well-being at T1 predicted higher GPA at T2 but only when academic stress was low (high academic stress disrupted this association, and it became nonsignificant). Among continuing students of color, T1 emotional well-being predicted greater T2 GPA. Inconsistent with expectations, among continuing White students, T1 social well-being was associated with lower T2 academic achievement. Overall, findings indicate that examining the intersectionality of identities provides an important, nuanced understanding of students' academic achievement and how academic stress impedes positive processes over time.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1506137
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506137
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        Value: 10.1037/dhe0000548
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      – Text: English
    PhysicalDescription:
      Pagination:
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        StartPage: S100
    Subjects:
      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: College Students
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      – SubjectFull: Well Being
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      – SubjectFull: Academic Achievement
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      – SubjectFull: White Students
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      – SubjectFull: Ethnicity
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