The COVID-19 pandemic threatened our physical health, alongside our mental and social wellbeing. Social distancing requirements, which are necessary to mitigate the spread of COVID-19, increased social isolation by limiting social interactions that are an essential part of human wellbeing. In this study, we examined the stress caused by COVID-19 early on in the pandemic through the lens of sociability among a large sample of preservice educators (N = 2,183). We found that individuals who have higher sociability (including deriving joy from social interactions and using social support to manage emotions) experienced greater COVID-19 stress. This study also contributed to prior literature which has sought to relate pandemic-related stress to demographic group differences. We found no significant relationship between demographic membership (gender, race, and sexual orientation) and COVID-19 stress. This study is among the first, however, to demonstrate that vulnerability to pandemic stress varies as a function of sociability. Implications of these findings and ways people can better cope with pandemic isolation are discussed.

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This study examined the prevalence and impact of imposter syndrome (IS) on a sample of pre-service educators. We report a majority of pre-service educators experience IS; 93% experience moderate levels and 54% had frequent or severe levels of imposter thoughts, and further that IS was negatively associated with educator well-being. We also investigated the effects of minority group membership on experiences of IS, and found that IS was more severe for women and queer minorities, but less severe for racial minorities. Lastly, we investigated the potential for healthy emotion regulation to mitigate the effects of IS on pre-service educator well-being and found that adaptive emotion regulation strategy use mitigates the effects of IS, which may provide a viable means for addressing this pervasive issue among educators, and specifically among those with minoritized identities. We discuss the implications of our findings for educational training and improving the experiences of pre-service educators.