Previous research has suggested that problematic Internet use (PIU) is associated with impulse control disorder. Although researchers have suggested that impulsivity is a risk factor for PIU, the literature lacks longitudinal evidence on the relationship between impulsivity and PIU. We aimed to use a cross-lagged analytic framework to identify temporal order effects and hypothesised that impulsivity was the precedent factor for PIU. In a panel sample of college students (N = 367), trait impulsivity and PIU were measured in the spring of freshman year and in their junior year. The measures included a self-developed PIU Scale and the revised Impulsiveness Scale based on Barratt's concept. We found that "non-planning impulsivity" was not associated with PIU. The "motor impulsivity" subfactor was thus adopted in the cross-lagged model. The results suggest that motor impulsivity and PIU were stable across time. Motor impulsivity at Time 1 positively predicted PIU at Time 2, but PIU at Time 1 did not predict motor impulsivity at Time 2. A further investigation using gender as a moderator found a gender difference in the temporal relationship. Because motor impulsivity is a risk factor for PIU, potential prevention strategies based on this result are suggested.

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Educational Impact and Implications StatementDespite improvements in word-level reading instruction, many children continue to struggle with reading comprehension. In this study, we tested a whole-class, supplemental curriculum, Let's Know!, designed to support prekindergarten and kindergarten children's oral language and comprehension skills. We found that Let's Know! improved children's knowledge of vocabulary used in the curriculum and some comprehension-related skills but did not impact scores on standardized language comprehension measures. Results provide evidence that classroom instruction can improve some skills related to later comprehension; however, more work is necessary to develop and validate curricula that directly impact language and reading comprehension.

The purpose of this survey study was to explore how the English language proficiency of Asian and Latin American immigrant parents influenced their levels of intergenerational challenges as reflected in their experiences with diminished parental authority, role reversal, acculturation gap, value discrepancy, family conflict, and emotional distance. The 86 participants were Asian and Latin American immigrant parents from eight classes at three adult ESL programs in Southern California. They reported lower levels of intergenerational challenges than was expected based on the extant literature, and their experiences were quite similar regardless of their adult ESL class levels. Overall, the parents from different ethnic backgrounds shared more commonalities than differences as language and cultural learners raising children in a new land. This study sheds light on the experience of immigrant parents raising children in ethnic enclaves and pushes against common discourses about immigrants’ acculturation. The findings suggest that preserving their linguistic and cultural heritage has become increasingly important to many immigrant communities and may play a crucial role in how they navigate their roles as parents.