A bilingual advantage has been found to exist within emotional intelligence (Yow & Markman, 2011; Alqarni & Dewaele, 2018; Taheri et al., 2019; Niedbala, 2021). However, emotional management is an aspect of emotional intelligence that has not been widely studied in relation to bilingualism. Here, we compare English-Spanish bilinguals and English monolinguals in their ability to manage emotion. Two parts of an untimed online survey were administered, consisting of the Situational Test of Emotional Management – Brief (STEM-B) and Language Assessment Scales (LAS). Our goal was to determine whether a bilingual advantage exists within the context of emotional management. The data show that bilinguals significantly outperform monolinguals in managing emotion. Further research should examine the bilingual advantage in emotional intelligence in an effort to understand the structures that subtend the association between language and emotional management.

Early identification of dyslexia is essential to providing children with the necessary services and support to succeed academically. Current dyslexia screening measures are not widely available for English-speaking monolingual children and those available for bilingual children are not widely used. To contribute to the effort to provide widely available screening for six-year-old English speaking and bilingual children, the ASU Bilingual Language and Literacy Lab, the Child Language and Literacy Lab, Learning to Soar Tutoring, Healing Hearts Pediatrics, and the Phoenix Children’s hospital have collaborated to develop the Dyslexia Screening Questionnaire (DysQ) that is offered in both English and Spanish. The goal of this study (Phase I) was to test the readability and comprehensibility of the DySQ to help ensure that it is accessible to a wide population of English and Spanish-speaking parents. In the second phase of the study, we aim to validate the DySQ by comparing the DySQ results with gold-standard testing for diagnosing dyslexia. The ultimate goal is to implement the DySQ into pediatric settings so that English and Spanish-speaking children may be screened for dyslexia at their 6-year-old well-child check-up.

The goal of the research is to assist Barrett Honors students at Arizona State University by generating a mindset that embraces feelings of stress rather than avoiding it. After data collection was complete, the researchers created a valuable and necessary field guide for ASU Barrett Faculty to provide for incoming students. The present study has been compiled to prove the importance of reframing one's perception of stress as an aid, reducing one's “symptomatic” perception of stress and experiencing life's stresses as challenges, and to cease living in a constant unhealthy state of fight or flight. The main research questions are: What is the average perceived stress level of Barrett Honors students and what information can ASU further provide incoming Barrett students that will alleviate overall perceived stress levels based on the data collection and field guide generated from the present study? The basis of the present study began with a survey compiled of demographic questions, questions relating to the Human Event (HE - a required honors course), and lastly the Perceived Stress Scale (PSS) developed by Sheldon Cohen, Tom Kamarck, and Robin Mermelstein, with slight modification for students relating to their perception of stress over the last semester. After survey responses were concluded, it was determined that the average perceived stress score among honors students was 18.57, shockingly lower than what was previously thought. The overall results of the PSS survey indicate that Barrett students are moderately stressed, disproving the researchers initial hypothesis that honors students perceived stress scores would be considered high on the PSS. The results did provide researchers with enough data to compile an incoming Barrett student field guide based on desired information reported in the survey. A discussion of the results explores the purpose of how the present study can be used in helping students with perceived stress, interpretations and significance of the data, correlation between academic success and perceived stress, major contributions to the study, and limitations and recommendations for future research.