Emerging Adults' Perspectives on Consensually Nonmonogamous Parenting.

Consensual nonmonogamy (CNM) is increasingly recognized as a relevant aspect of family and relational diversity in the USA, but CNM-parenting is still perceived as a taboo topic. Pioneering research has only started to emerge and reveals persisting notions of regulation, discrimination, and stigmatization of CNM-parents. CNM-stigmatization is less prevalent among emerging adults, but it is unclear whether young adults' increasing acceptance of CNM relationships extends to their views on parenting. To explore emerging adults' perspectives on CNM-parenting, we conducted a mixed-method study with a diverse sample of 107 US-American college students. Each participant read four relationship-vignettes (monogamy, CNM-polyamory, CNM-open relationship, CNM-swinging) in randomized order, provided ratings for the perceived parenting capabilities of the described partners and described reasons for those ratings in short essays. On average, participants perceived the monogamous partners as more capable of raising children than the CNM partners. LGBTQ + participants perceived CNM-parents, especially polyamorous and swinging partners, as more capable for parenthood than did heterosexual participants. There were no significant differences in response patterns between males and females. In their essays, participants discussed their views on how the different relationship structures might affect parenting and what they perceived as indicators and conditions for successful parenting. The results of this study were interpreted relative to life-course perspectives of identity development, and relative to politico-economic perspectives on parental investment and sexual strategy theories. Implications are derived for sexuality education, research, and practice.

Using an Online-Based Mindfulness Intervention to Reduce Test Anxiety in Physics Students.

Using an 8-week mindfulness intervention, we investigated the mechanisms of mindfulness to address test anxiety in introductory physics II. Our goal was to explore the effectiveness of using an 8-week online mindfulness intervention to address student test anxiety. We used self-report measures to assess participants on mindfulness, emotional regulation, attentional regulation, and physics quiz scores at three-time points-time 1 (pre), time 2 (mid), and time 3. Participants in the mindfulness condition received 8 weeks of mindfulness training while the control group was used as a baseline for comparison with no mindfulness training. The 8-week online-based mindfulness intervention resulted in non-significant changes in test anxiety and quiz scores for the treatment compared to the control. Additionally, results from multiple regression modeling suggest that emotional regulation positively predicted mindfulness at time 3 (T3) of data collection, whereas attentional regulation negatively predicted mindfulness at T3. These findings have both theoretical and practical implications. Our findings suggest more research is needed to investigate the usefulness of mindfulness-based interventions in STEM-related settings.

Learning on OnlyFans: User Perspectives on Knowledge and Skills Acquired on the Platform.

OnlyFans is a digital patronage platform on which over two million content creators produce sexually explicit content for more than 130 million users. Increased Internet access and innovative technologies that enhance sexuality via connections and knowledge are changing the ways people navigate their sexual lives. OnlyFans is unique due to its position between digital sex work and social media and its high degree of cultural assimilation. We explored with a mixed-method approach how OnlyFans users perceive the effects of their OnlyFans use on their sexual learning and sexual lives. A diverse sample of 425 OnlyFans users participated in our online survey. The quantitative results revealed that participants reported mostly positive influences of OnlyFans on their sexual lives, and that they learned new things in terms of sexual practices, sexual preferences, relationships, and sexual health. Participants also reported that they tried new things, including toy use, sexual identity exploration, sexual and relationship practices, and gender identity exploration. Thematic analysis for the qualitative question revealed increases in declarative/conceptual and procedural knowledge in terms of sexual improvements/expansion; improvements in relationships; self-improvement/expansion; skill acquisition; connecting with others through OnlyFans; and value-related learning outcomes. These results provide insight into the ways users engage with OnlyFans for sexual learning, exploration, and expansion at individual and partner-levels. Findings have implications for sex education and research and practice in digital spaces.

College Student Experiences Regarding the Impact of the COVID-19 Pandemic on Their Sexual Lives.

The COVID 19 pandemic has impacted sexual health in a variety of ways. The purpose of this research was to examine the ways in which college students (attending a university providing primarily online curriculum during fall 2020 and spring 2021 semesters) perceive the pandemic influencing their sexual health and lives. Participants were undergraduate students (N = 66) at a mid-sized Western university recruited during the beginning of the spring 2021 semester. Participants completed an anonymous online survey. A Thematic Analysis of responses to two open-ended questions asking about the impact of the COVID-19 pandemic on their sexual health and lives was conducted. Several important themes were identified during this analysis: (1) Sexual activity and quality, (2) Relationship dynamics, (3) Self-focus, (4) New partners, (5) Sexual healthcare, (6) No change. Findings have implications for promoting sexual health for students during times when the majority of instruction is conducted online.

Relating Instructional Design Components to the Effectiveness of Internet-Based Mindfulness Interventions: A Critical Interpretive Synthesis.

BACKGROUND: Internet-based mindfulness interventions are a promising approach to address challenges in the dissemination and implementation of mindfulness interventions, but it is unclear how the instructional design components of such interventions are associated with intervention effectiveness. OBJECTIVE: The objective of this study was to identify the instructional design components of the internet-based mindfulness interventions and provide a framework for the classification of those components relative to the intervention effectiveness. METHODS: The critical interpretive synthesis method was applied. In phase 1, a strategic literature review was conducted to generate hypotheses for the relationship between the effectiveness of internet-based mindfulness interventions and the instructional design components of those interventions. In phase 2, the literature review was extended to systematically explore and revise the hypotheses from phase 1. RESULTS: A total of 18 studies were identified in phase 1; 14 additional studies were identified in phase 2. Of the 32 internet-based mindfulness interventions, 18 were classified as more effective, 11 as less effective, and only 3 as ineffective. The effectiveness of the interventions increased with the level of support provided by the instructional design components. The main difference between effective and ineffective interventions was the presence of just-in-time information in the form of reminders. More effective interventions included more supportive information (scores: 1.91 in phases 1 and 2) than less effective interventions (scores: 1.00 in phase 1 and 1.80 in phase 2), more part-task practice (scores: 1.18 in phase 1 and 1.60 in phase 2) than less effective interventions (scores: 0.33 in phase 1 and 1.40 in phase 2), and provided more just-in-time information (scores: 1.35 in phase 1 and 1.67 in phase 2) than less effective interventions (scores: 0.83 in phase 1 and 1.60 in phase 2). The average duration of more effective, less effective, and ineffective interventions differed for the studies of phase 1, with more effective interventions taking up more time (7.45 weeks) than less effective (4.58 weeks) or ineffective interventions (3 weeks). However, this difference did not extend to the studies of phase 2, with comparable average durations of effective (5.86 weeks), less effective (5.6 weeks), and ineffective (7 weeks) interventions. CONCLUSIONS: Our results suggest that to be effective, internet-based mindfulness interventions must contain 4 instructional design components: formal learning tasks, supportive information, part-task practice, and just-in-time information. The effectiveness of the interventions increases with the level of support provided by each of these instructional design components.