Stigmatization of interracial and same-sex relationships persists, with negative consequences for relationship functioning and mental health. We extended past research to examine consequences of relationship stigma from different sources (family, friends, public) for well-being (anxiety, depressive symptoms, overall self-rated health), potential buffers (egalitarianism, dyadic coping), and possible mediated pathways (to overall self-rated health through anxiety and/or depressive symptoms). Among 467 U.S. adults in interracial and/or same-sex relationships, relationship stigma from friends was associated with greater depressive symptoms. Being in a same-sex relationship moderated the associations of relationship stigma from family with anxiety and depressive symptoms. Egalitarianism moderated the association of relationship stigma from public with anxiety symptoms, and dyadic coping moderated the association of relationship stigma from family with depressive symptoms. Relationship stigma from friends was also indirectly associated with poorer overall self-rated health through the mechanism of greater depressive symptoms. Findings support that relationship stigma may have adverse consequences for individual well-being. Further, egalitarianism and dyadic coping may be buffers. More research is important to identify how to support the increasing numbers of individuals in stigmatized relationships.

Drum corps is a marching arts (MA) activity that combines movement, music, and visual performance. Education in the MA emphasizes performance, endurance, and group cohesion. However, research on the psychosocial effects of participation in MA education is rare. In the current study, we measured resilience, self-efficacy, goal orientation, and flow, over the course of a season of drum corps, hypothesizing significant change in these constructs. A total of 74 young men ( Mage = 19.16) from a world-class drum corps participated in an online longitudinal study involving five surveys with repeated measures across their 2017 competitive marching season. We found a statistically significant curvilinear change over time in general self-efficacy, marching self-efficacy, mastery goal orientation, and flow, but no pattern of change in ego goal orientation. The pattern of change was similar for all outcomes: participants first declined, and then rebounded up, but only some outcomes returned to baseline or higher levels. Findings may inform MA participants and educators about dynamic psychosocial change throughout a season for which they should be prepared, as well as future research on MA.

Acting classes and theater education have long been framed as activities during which children can learn skills that transfer outside the acting classroom. A growing empirical literature provides evidence for acting classes' efficacy in teaching vocabulary, narrative, empathy, theory of mind, and emotional control. Yet these studies have not been based in what is actually happening in the acting classroom, nor on what acting teachers report as their pedagogical strategies. Instead, previous work has been unsystematic and fragmented in its measured transfer outcomes, and absent mechanistic explanation. Expanding research on this topic requires more grounding in teachers' beliefs about the acting classes they teach, as well as observation of the classes themselves. As a first step, we surveyed 173 acting teachers online, asking them about the activities within acting classes they believed caused change in their students, as well as which outcomes they believed were changed as a result of acting classes. Teachers taught across educational levels (elementary to professional) and had a variety of training in teaching acting. Overall, teachers rated almost every activity within classes as important for and causing impact on students, and almost every outcome as being positively influenced as a result of acting class. When forced to rank-order outcomes, teachers focused on collaboration, communication, creativity, confidence, and empathy as most likely to change. Teachers rated the importance of class activities and outcomes differently depending on what level they taught. This study shows the difficulty of surveying highly motivated teachers, given the globally high rankings, but also proposes candidate psychological skills likely to change as a result of acting classes and the mechanistic behaviors that may cause change.

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