Growth in perceived control across 25 years from the late teens to midlife: the role of personal and parents' education.

This study examined trajectories of perceived control and their association with parents' education and personal educational experience (educational attainment and years of full-time postsecondary education) in 971 Canadian high school seniors tracked 7 times across 25 years. Latent growth models showed that, on average, perceived control increased from age 18 to age 25 and decreased by age 32, with a further slower decrease by age 43. Parents' education contributed to a growing gap in perceived control, however, such that among individuals with at least 1 university-educated parent, perceived control increased across 25 years, reaching its highest level at age 43. Personal educational attainment (completion of a university degree or not) was not associated with growth in perceived control, but individuals who were higher on perceived control at age 18 were more likely to complete a university degree. Parallel process modeling found that perceived control at age 19 predicted gains through age 32 in years of postsecondary education. Postsecondary enrollment at age 19 did not predict gains in perceived control over time. Parents' education predicted both higher levels of perceived control and enrollment in full-time postsecondary education at age 19. Family socioeconomic status contributes to perceived control early in the transition to adulthood and may lead to diverging trajectories over the next 25 years, and perceived control contributes to subsequent postsecondary educational experience. Further longitudinal research should explore the development and determinants of perceived control across the full life span.

Who sleeps best? Longitudinal patterns and covariates of change in sleep quantity, quality, and timing across four university years.

This study tracked change over time in sleep quantity, disturbance, and timing, and sleep's covariations with living situation, stress, social support, alcohol use, and grade point average (GPA) across four years of university in 186 Canadian students. Women slept longer as they moved through university, and men slept less; rise times were later each year. Students reported sleeping fewer hours, more sleep disturbances, and later rise times during years with higher stress. In years when students lived away from home, they reported more sleep disturbances, later bedtimes, and later rise times. Living on campus was associated with later bedtimes and rise times. Alcohol use was higher and GPA was lower when bedtimes were later. The implications of these observed patterns for understanding the correlates and consequences of university students' sleep are discussed.