Programs seeking to improve sexual consent communication among college men should reduce destructive beliefs and encourage sexually assertive communication.

The goal of this study was to evaluate the effectiveness of organic chemistry textbooks in developing student representational competence skills with eight representations of molecular structure (Lewis structures, Kekulé structures, condensed structures, electrostatic potential maps, skeletal structures, dash–wedge diagrams, Newman projections, and chair conformations). Five commonly used organic chemistry textbooks in the United States were deductively coded with Kozma and Russell’s representational competence framework. The analyses focused on identifying representational competence skills that are taught for each type of representation, as well as how consistently these skills are taught across text, worked examples, and practice problems within each textbook. We found that more representational competence skills are taught for some representations rather than others. In addition, all five textbooks may promote foundational representational competence skills, such as the ability to interpret, translate, and generate representations, but may fail to support learners in developing higher-level metarepresentational skills. Generally, more skills are taught in text, in comparison to the number of skills that are scaffolded in worked examples and assessed in practice problems. This means that the textbooks introduce various skills but do not provide as much support for students to develop and practice these skills. Finally, worked examples of some textbooks provide much more scaffolded explanations than others, allowing for a different amount of skill-building support.

In the context of an increasingly divided populace, this article considered how the emotions (enthusiasm and anxiety) partisans feel toward U.S. presidential candidates may heighten or diminish affective polarization. In Study 1 (American National Election Studies [ANES] 2008–2009 panel data), we found that enthusiasm for the in-group candidate and anxiety about the out-group candidate were related to higher levels of affective polarization, whereas enthusiasm for the out-group candidate was related to lower levels of affective polarization. In Study 2 (2016 panel data), we found that in-group enthusiasm was related to higher levels of affective polarization and out-group enthusiasm was related to lower levels of affective polarization, but neither in-group nor out-group anxiety was significantly related to affective polarization. These findings highlight that enthusiasm about out-group candidates may have a unique ability to disrupt affective polarization and that it is important to consider the source of an emotion response, not just the type of emotion.

While it is becoming increasingly clear that religious cues influence voter evaluations in the United States, work examining religious cues has largely overlooked the conditioning role of race. We employed a 2 × 2 (White candidate vs. Black candidate) × (racial cues vs. no racial cues) online experiment with a national sample (N= 397; 56% white, 46% black) where participants were exposed to a fictitious congressional candidate's webpage. Results show that White participants expected the religious candidate to be more conservative, regardless of race, while Black participants did not perceive a difference in ideology between the religious and non-religious Black candidates. Additionally, when it comes to candidate favorability, religious cues matter more to White participants, while racial cues are most important to Black participants. These findings provide evidence that religious and racial cues activate different assumptions among White and Black citizens.

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This study draws attention to a largely overlooked, but crucial, facet of modern politics-the political e-mail. A mixed-method analysis of 1 year's worth of political e-mails was used to compare and contrast how the Democratic and Republican parties employed e-mails during the 2014 election. Results reveal both parties placed a clear emphasis on fundraising and voter mobilization but also utilized distinct appeals, calls to action, and political narratives. Republican e-mails employed more interactive features and offered rewards that reinforced political hierarchies. The Republican narrative portrayed the ideal America as a relic of the past that must be reclaimed. Republicans asked readers to donate money in order to empower Republican leaders to win the war against President Obama-characterized as an unconstitutional and deceitful imperialist. Democrats were more aggressive in their request for donations, employed more personalized appeals and rewards, and asked readers to get involved with grassroots organizing. The Democratic narrative portrayed the ideal America as an inclusive, utopian society that exists in the future. Democrats encouraged readers to view themselves as central characters in the narrative, where their actions can and will have direct consequences for America's future.

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The number of studies analyzing chemistry textbooks has steadily increased over the years and has notably surged in the past decade. In this literature review, we examine the research literature on chemistry textbooks. The review spans 40 years of research (from 1981 to 2021) and includes 79 studies published in over 20 different journals, analyzing secondary and postsecondary chemistry textbooks used in more than 17 countries. We synthesize the samples and methods used as well as the findings of the studies around chemistry textbooks. Based on this synthesis, we provide multiple concrete implications to improve the rigor of future studies of chemistry textbooks because most of the articles in our review lack a discussion of the limitations of their studies, half do not use any theoretical or analytical framework(s) to guide the design of their studies and the interpretation of findings, and a quarter do not specify the country of use for the textbooks in their samples. Additionally, we provide concrete recommendations for textbook developers to improve the quality of chemistry textbooks. Importantly, textbook developers need to ensure that their products are grounded in research and theory about student learning.