Research has suggested that women are prone to sexual regrets of action. In the present study, the authors examined "hooking up" as a predictor of sexual regret in 152 sexually active college women. Results indicate that two sexual behaviors were particularly predictive of participants' regret: (a) engaging in sexual intercourse with someone once and only once and (b) engaging in intercourse with someone known for less than 24 hr. Noncoital hookups (performing and receiving oral sex) were not significantly related to regret, indicating that college women may be underestimating the health risks associated with oral sex. Although hookups are a common feature of contemporary college life, the results counter the popular assumption that hookups are inconsequential for college women. The authors discuss the preventative health implications of their findings.

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Hookups--casual sexual encounters that may or may not include intercourse - are common on college campuses. Previous research has suggested that these casual sexual encounters may have serious health-related consequences. Understanding the relationships among multiple predictors of hooking up is important if high-risk prevention programming among college students is to be effective. This study considers each of the Big Five personality traits as predictors of hooking-up behaviors in a sample of Midwestern undergraduates (N = 247). Fifty-six percent of women and 63% of men reported engaging in a hookup. In general, Extraversion was positively associated with hooking up behaviors; Conscientiousness was negatively associated with hooking up. Relationships between personality and hooking up were significant while controlling for alcohol use. Implications for prevention programming on college campuses are discussed.

The purpose of this study was to determine if undergraduates (N = 839) apply the same standard to themselves when labeling a behavior "having sex" as they apply to their significant others if those persons engage in the same behaviors outside the relationship. Using a between-participants design, one form asked participants if each of 11 behaviors constituted having sex if they engaged in the activity; the other form asked participants if each of the same behaviors constituted having sex if their significant other engaged in the activity outside their relationship. Participants answering for themselves were less likely to indicate a behavior was having sex for all behaviors except penile-anal and penile-vaginal intercourse. Men were also more likely than women to indicate most behaviors were having sex. The authors discuss what they define as a definitional discontinuity in undergraduate emerging adults' definitions of having sex. Fundamental attribution error (FAE) and emerging adulthood literature are used to explain the findings. Health and relationship implications are identified.

While the formulation of Mihaly Csikszentmihalyi's theory of flow, including the experience dimensions, has remained stable since its introduction in 1975, its dedicated measurement tools, research methodologies, and fields of application, have evolved considerably. Among these, education stands out as one of the most active. In recent years, researchers have examined flow in the context of other theoretical constructs such as motivation. The resulting work in the field of education has led to the development of a new model for understanding flow experience in education, specifically dedicated to adult learning. As a result of both a meticulous analysis of existing models and consideration of more recent developments, a new flow scale has thus been developed. The aim of this study is therefore twofold: to validate the new flow measurement scale dedicated to the educational environment, EduFlow-2, and to test a new theoretical model. Students taking a course (N = 6,596), some on-site and others in a MOOC, participated. Several scales were administered online at the end of the participants' course during the 2017 academic year. The factor structure of EduFlow-2 was tested using Exploratory Structural Equation Modeling. Several models were tested. The model with a second-order factor best fit the data. We tested the invariance of the flow scale measure for gender and for the type of training (MOOC/on-site). We were able to show that the flow scale is invariant of the modalities of these two variables. Results revealed good psychometric qualities for the scale, making it suitable for both on-site and distance learning. The analysis also revealed significant relationships with the classic variables of motivation, self-efficacy, learning climate, and life satisfaction. Furthermore, all four dimensions of the model were found to be adequate and consistent with the underlying theoretical arguments. In the end, this new, short flow scale and the theoretical model were demonstrated to be promising for future studies in the field of education.

This descriptive study explored the influence of a 6-month well-being intervention on the leadership–life balance of school administrators. After completing the program, 12 administrators participated in a semistructured interview focused on their administrative duties, experience in the program, and changes in health-related knowledge/skills and behaviors. Investigators conducted a thematic analysis of the interview transcripts. The inductive process of data analysis comprised sorting, categorizing, and connecting the data via coding the data texts. Overall, administrators were successful in making health-related behavior change due to accountability, social support, and use of a fitness tracker during the 6-month program. Administrators also experienced reduced stress due to these changes. Engagement in this program can help school administrators find a leadership–life balance.

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