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122suggest grouping individuals by measured performance instead.POSTER 53FIRST GENERATION STUDENT ADJUSTMENT TO COLLEGEELIZABETH JACOBS (SETON HILL UNIVERSITY), RYLEE REED (SETON HILL UNIVERSITY), BRIANNA KLINE (SETON HILL UNIVERSITY), LEAH STEIN (SETON HILL UNIVERSITY) First-generation college students have unique lived experiences that are sometimes overlooked in campus climate surveys that assess institutional belonging. This research tested for differences in academic adjustment and institutional belonging between firstgeneration students and non-first-generation students. Results revealed that first-generation students demonstrated significantly lower satisfaction with the academic environment, were less committed to being a college student, and less attached to the specific university they attended. Implications for university programming are discussed.POSTER 54FACTOR SOLUTIONS FOR THE REVISED PERFORMANCE INVENTORYNICHOLAS GALLUCCI (WESTERN CONNECTICUT STATE UNIVERSITY) The Performance Inventory (PI) is an 80-item questionnaire designed to measure 14 forms of anxiety (e.g., cognitive interference, explicit monitoring) and coping strategies (e.g., self-efficacy) in sport, theatre, music, and academic venues. Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) based confirmatory factor analysis (ECFA) demonstrated that the goodness of fit of a 14-factor solution improved with the revision of seven items. The revised PI may also provide more detailed feedback.POSTER 55EXPLORING RACIAL DIFFERENCES IN VETERAN UTILIZATION OF REMOTE MENTAL HEALTH SERVICESPARKER LIAW (U.S. DEPARTMENT OF VETERANS AFFAIRS), IRENE FUEYO-GOMEZ (U.S. DEPARTMENT OF VETERANS AFFAIRS), EMILY VILLENEUVE (U.S. DEPARTMENT OF VETERANS AFFAIRS), CORY CHEN (U.S. DEPARTMENT OF VETERANS AFFAIRS) This study will examine the racial and ethnic composition of Veterans referred for telemental health services to the VA VISN2 Clinical Resource Hub's Psychology Service. The project hopes to begin exploration of differences in utilization and access to specialty telemental health services within the VA. Clinical implications and future directions for research around equity in access to telemental health services will also be discussed.POSTER 56FIRST-YEAR COMMUNITY-ENGAGED LEARNING ACROSS DISCIPLINESJULIANNA BOYLE (THE COLLEGE OF NEW JERSEY), HE LEN CHUNG (THE COLLEGE OF NEW JERSEY), VALERIE HUYNH (THE COLLEGE OF NEW JERSEY), MEGAN TEITELBAUM (THE COLLEGE OF NEW JERSEY) The current study compares First-Year CommunityEngaged Learning (FYCEL) outcomes across seven schools of study to make program recommendations and inform future research. After completing a fourday CEL experience, students (N = 799) reported finding value in civic development. Our results also revealed differences across schools, with engineering students finding less value for some outcomes than peers in other disciplines. Implications for future research are discussed in terms of maximizing engagement in CEL experiences.POSTER 57GENDER AND RACIAL DIFFERENCES IN FLOURISHING AND EMPLOYEE STRAINMARY IGNAGNI (SACRED HEART UNIVERSITY), LISA SMITH (SACRED HEART UNIVERSITY) The present research investigated gender and racial differences in flourishing and employee strain. Due to limited research examining these constructs in these groups, we sought to investigate how employees were feeling post-pandemic. While we did not find racial differences in flourishing, gender differences were found. With regard to strain, we found both gender and racial differences in overall strain as well as differences in the components of employee strain.POSTER 58LAY BELIEFS ABOUT THE STRESS-HEALTH RELATIONSHIP: A QUALITATIVE STUDYDARYA LIKHACHEVA (STONY BROOK UNIVERSITY), ANTONIO L. FREITAS (STONY BROOK UNIVERSITY) The stress-health relationship has been extensively studied using expert-driven models, yet little attention has been given to how laypeople conceptualize it. This study explores young adults' theories on stress and health through open-ended questions about stressors, 122