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The COVID-19 pandemic brought about unprecedented stressors for college students. Early reports found the immediate onset of these stressors led to increased problematic drinking and psychological distress in university students. However, it has remained unclear what lasting effects the pandemic will have on drinking and coping mechanisms. The current study examined the impact of prolonged COVID-19 stressors on the drinking behavior of college students a year into the pandemic. College students (N = 377) completed an online survey in the spring of 2021 that assessed their drinking during the pandemic, coping styles, and level of stress on 8 COVID-19 specific stressors developed by the research team. Our results showed a large percentage of college students continued to report problematic and increased drinking a year into the pandemic. Stress concerning online education was the strongest predictor of increased drinking, problematic drinking, and using substances to cope. These results suggest that students may be sensitive to abrupt changes in learning modality, and many may turn to negative coping mechanisms. This is an important consideration for educators when making changes to their instructional plans and suggests helping students regain an internal locus of control concerning their academics could be beneficial.

This study tested how an STI diagnosis influences perceptions of hypothetical romantic/sexual partners. In an online experiment, participants (n = 189) were randomly assigned to one of five vignette conditions, which varied in how a potential partner's STI status was described. HSV or HIV-positive status (with treatment) decreased the likelihood that participants would have sex or a relationship with the target. However, LGBTQ participants were less likely to consider an STI diagnosis a deal-breaker relative to cisgender, heterosexual participants. Results highlight a need for accurate sex education content about living with treatable but incurable STIs.

Background: Many instructors use trivia-style review games to encourage self-testing, increase student engagement, and promote collaboration. However, most published examples of review games include trivia questions only, rather than activities that incorporate kinesthetic learning. Objective: We evaluate a review activity modeled after the game "Cranium," which includes charades, pictionary, sculpting, and trivia questions. Method: In Pilot Study 1, general psychology students (n = 25) completed a self-report evaluation of "Cranium," and we compared performance on exam items practiced during "Cranium" versus control items. In Pilot Study 2, students (n = 23) were assigned to review for a mock exam via "Cranium," a trivia-only version of "Cranium," or a practice question review. Results: Students rated "Cranium" as enjoyable and useful, though not more so than comparison activities, and "Cranium" elicited similar exam performance to comparison activities. Conclusion: "Cranium" is similar, not superior, to trivia-only and practice question review activities in terms of student perceptions and exam performance. Teaching Implications: "Cranium" provides an additional tool for instructors to engage students in team-based review activities in general psychology. Games that incorporate self-testing are likely useful for student engagement and learning, and the specific choice of activity may depend on instructor and student preference.