The majority of cyberbullying studies have examined middle and high school students. The purpose of the present study was to develop a multifactor cyberbullying victimization and perpetration survey for use with an emerging adult population. The initial 88-item preliminary survey (44 victimization and 44 perpetration items) was administered to 538 college students (421 females). Exploratory factor analyses revealed four-factor (i.e., malice, public humiliation, unwanted contact, and deception) victimization and perpetration scales. A confirmatory factor analysis was then performed on the Cyberbullying Experiences Survey (CES) factor structure with a separate sample of 638 college students (446 females). Results indicated a final 21-item victimization scale and 20item perpetration scale consisting of the same four factors. The CES has adequate internal consistency and convergent validity with other measures of cyberbullying and Internet harassment and may provide a promising multifactor method of measuring cyberbullying victimization and perpetration.

Expectancy-value models of motivation have been applied to understanding children's choices in areas such as academics and sports. Here, an expectancy-value paradigm is applied to exercising (defined as engaging in physical activity). The notion of perceived cost is highlighted in particular. Two hundred twenty children in third, fourth, and fifth grades were surveyed on their competence beliefs, perceived importance, interest, and perceived cost of being physically active. Results indicated that perceived cost is empirically distinct from competence beliefs and other types of value, that perceived cost is marginally related to children's self-reported level of physical activity, and children's beliefs and other values are related to their self-reported level of physical activity. Children's perceptions of cost vary depending on grade and gender. Interventions based on these findings are proposed.

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College campuses often house various centers that serve students with different minority identities by providing both a safe space for these students as well as cultural validation. However, it is rare to find centers that specifically serve students with disabilities in this same way. Instead, university services for students with disabilities tend to focus on fulfilling legal requirements of access. In this article, I describe how a Disability Cultural Center was established at my home institution. Currently, only a handful of Disability Cultural Centers exist across the globe. Such centers can play a critical role in shifting the conversation from legal rights to the validation and expression of disability culture. Students with disabilities make up a sizable proportion of college undergraduates. Universities are thus uniquely poised to lead communities in the explicit acknowledgement and support of disability culture. ARTICLE HISTORY

In recent decades, increasing numbers of studies have focused on metacomprehension accuracy, or readers' ability to distinguish between texts comprehended more vs. less well. Following early findings that suggested readers are fairly poor at doing so, a number of studies have identified specific tasks to supplement a single reading of text that have resulted in greater metacomprehension accuracy. One assumption underlying these studies is that, in the absence of such tasks, metacomprehension accuracy is uniformly poor, and given their implementation, readers uniformly improve. Here we describe the individual variation that occurs both in the absence (e.g., within a single text reading manipulation) and presence (e.g., within a rereading or selective rereading task manipulation) of these supplementary tasks (N=214), in order to make a case for greater attention to individual differences in metacomprehension accuracy. We also introduce a new manipulation in metacomprehension research, selective rereading, and argue that certain types of tasks may be more likely to reveal individual differences in metacomprehension accuracy due to the nature of the task being more or less demanding on working memory capacity.In order to successfully learn from text, students must be able to estimate their level of text comprehension with at least some degree of accuracy. Accurate estimations of comprehension or metacomprehension accuracy permit more effective regulation of study. For example, identifying content that has been mastered in contrast to content that remains puzzling is necessary for students to selectively focus attention on problematic text material.