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The purpose of this study was to identify a theory that explains how married persons maintain monogamy. Ten participants were interviewed twice using a semistructured interview format. Grounded theory methods of data collection and analysis were used. Member-checking, bracketing, peer-review, analytic memos, and external auditing were used throughout the study for verification purposes. The data supported the finding that monogamy is maintained by small, continual, and consistent efforts in each protective factor area. The protective factors include (a) building a secure attachment or emotional bond; (b) sex in a marriage; (c) behavioral, cognitive, and relationship boundaries; (d) practicing congruence; (e) fostering values and beliefs that support monogamy; and (f) coping individually and as a couple.

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Marriage/commitment and retirement are two common experiences in an adult’s life. Marital satisfaction and retirement have been researched in multiple disciplines. The relationship between these two constructs has not been as widely researched. The purpose of this study was to determine whether retirement has an impact on marital satisfaction. Quantitative methods and analyses were used. The variables used accounted for 83% of the variance of satisfaction. Limitations and implications are provided to inform marriage and family pedagogy and practice.

Even though game-based learning is trending both in research and in practice, there is still a limited understanding about the relationships between teachers' and students' perceptions of academic achievement, levels of learning engagement, and challenges implementing this pedagogical approach in a PK-12 setting. Data used for this research project were extracted from responses to an annual online survey administered to teachers and students at middle schools and high schools in a Midwest state in America. The authors' results indicate that teachers and students agree that students were more engaged in class learning activities if they were managed like games, and GBL helped improve student academic performances. Finally, “Insufficient time” was the most common barrier to the teachers' effort of implementing GBL in their classrooms.