Understanding how emotions influence motivation among students is critical to the talent development process. Research shows that certain emotions elicit an approach motive while other emotions elicit an avoidance motive. This study explored emotional disposition and fear of failure among undergraduates enrolled in honors college (n = 63) compared to undergraduates enrolled in regular college courses (n = 296). Results suggest that dispositional shame is positively correlated with fear of failure; however, neither gender nor enrollment in honors college predict fear of failure beyond dispositional shame. Students enrolled in honors college do not differ on measurements of shame and fear of failure compared to students not enrolled in honors college. In general, female undergraduates were more likely to report experiences of shame, guilt, fear of shame and embarrassment, and fear of devaluing one's self-estimate than their male peers. The findings are discussed in light of a need to understand high-ability college students.

The purpose of this phenomenological study was to explore how individuals from different multiracial/multiethnic groups experience and process the phenomenon of parental racial ethnic socialization (RES). Critical multiracial race theory, critical race theory, and bioecological systems theory offered a conceptual framework to how RES is often presented and processed. This study was guided by two research questions: (1) What are the experiences of RES among multiracial individuals? and (2) How do multiracial individuals process the parental racial ethnic socialization they were offered? Nine qualitative, one-on-one, semistructured interviews were conducted with individuals from three different multiracial/multiethnic groups. Results revealed that experiences of RES varied along with how participants processed RES. Three subthemes and one theme emerged related to the RES experiences of participants. For some participants lack of conversations were evident in their RES, which meant that conversations surrounding multiraciality and other racialized topics were not present. Other participants disclosed the subtheme of preparedness as part of their RES experience, while others mentioned the importance of environment to their RES experience. Additionally, the theme of changes over time arose, demonstrating how different life events can impact RES experiences. As for how multiracial/multiethnic individuals process RES experiences, the main theme of identity …