Despite its importance, limited research has examined mechanisms underpinning how interparental conflict affects adolescents in Europe. Using a sample of 141 Italian families (mothers, fathers, and adolescents, Mage = 17.25 years, SD = 0.64), this study explores whether three types of adolescents’ emotional insecurity, which describes adolescents’ vulnerability to conflict, play a role in the association between interparental conflict and adolescents’ adjustment. Participants completed questionnaires related to adolescents’ conflict exposure, adjustment, and emotional insecurity in the parent-adolescent, interparental, and family relationships. As hypothesized, indirect associations were observed involving adolescents’ emotional insecurity in the parent-adolescent and interparental relationships. Surprisingly, the indirect association involving emotional insecurity within the interparental relationship rather than within the family emerged the strongest indirect association of the three types of emotional insecurity. These effects, however, were indistinguishable from the indirect effects of insecurity about the parent-adolescent relationship. Theoretical and practical implications of these findings are discussed.

Traditional lecture and active learning methods of teaching a university course are compared. The particular course is university calculus. The lecture method was applied to two sections of calculus. The active learning method was applied to two other sections. In all cases students were given an examination near the beginning of the course and a final examination at the end of the course. The score averages for the active learning method were higher than for the lecture method. The distribution of scores for the lecture method were non-normal multimodal in the first and final examinations. The distribution for the active learning method went from non-normal multimodal in the first examination to unimodal normal in the final examination. A new undeceivable nature evidence-based method is presented for measuring teaching efficacy by probability distribution. Supplementary Information The online version contains supplementary material available at 10.1007/s43545-021-00154-1.

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