ArticleFrontiers in psychology2021
Exploring Higher Education Pathways for Coping With the Threat of COVID-19: Does Parental Academic Background Matter?
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 4 citations in OpenAlex.
- Strengthening resources through identity-reframing interventions: empowerment for students with low socioeconomic status and with ADHD symptoms.Frontiers in psychology · 2025Article
- A Threat-and-Defense Perspective on the Psychological Dynamics Behind the Covid-19 Pandemic.International review of social psychology · 2023Article
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Authors and funding
5 authors at 1 institution in 1 country.
Funding
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Abstract
First-generation students (FGS) are more likely to feel misplaced and struggle at university than students with university-educated parents (continuous-generation students; CGS). We assumed that the shutdowns during the Coronavirus-pandemic would particularly threaten FGS due to obstructed coping mechanisms. Specifically, FGS may show lower identification with the academic setting and lower perceived fairness of the university system (system justification). We investigated whether FGS and CGS used different defenses to cope with the shutdown threat in a large sample of German-speaking students (
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