Purpose as a predictor of satisfaction across relationship domains during the first semester of university

Background: Sense of purpose, or the extent to which one perceives their lives to have meaningful goals and directions, may aid in initiating satisfying and stable new connections while positively maintaining old ones for college students. Purpose: The current study sought to evaluate how a college students' sense of purpose during their first week of college may predict their satisfaction with different relationship types throughout their first semester of university. Research Design: At the beginning of the semester, students reported their sense of purpose, and every week of the semester they reported their weekly relationship satisfaction across a variety of domains (i.e., parents, home friends, university friends, roommates, resident assistants, and significant others). Study Sample: The current study followed-up first year college students ( n = 364) from a private Midwestern university who all participated in the same Psychology of Young Adulthood class. Data Analysis: Multilevel models were conducted to evaluate mean-level relationship satisfaction trajectories throughout the first semester and whether sense of purpose predicted those trajectories when accounting for gender and the Big Five personality traits. Results: Friendships with home friends and university friends as well as parental relationships increased in satisfaction during the first semester, while relationships with roommates and resident assistants decreased. Furthermore, a higher sense of purpose was associated with greater relationship satisfaction with university friends and parents, even when accounting for the Big Five personality traits, as well as greater relationship satisfaction stability. Conclusions: Findings paint a nuanced and equivocal nature of relationships during the first semester, and point to the need to better understand how and when sense of purpose does or does not yield positive relationships over time.

Campus Support Providers' Discussion of Consent in Response to Sexual Assault Disclosure Situations: Understanding of Consent Linked to Resource Referrals

College sexual assault is a widespread issue and the responses of support providers can greatly affect sexual assault survivors' wellbeing after a disclosure. Although “consent” (or, more precisely, the lack thereof) is the defining feature of sexual assault, little is known about how support providers understand consent and draw from this knowledge in their responses to disclosures. This is particularly important in the wake of evolving consent policies in institutions of higher education. University resident assistants (RAs) are an important source of support for students in crisis, functioning as a “first responder” and providing support. Using a sample of 305 RAs, the current study employs a critical discourse analysis to examine how RAs engage with the concept of consent in response to sexual assault disclosure situations. Four types of consent discourses were identified: (a) affirming nonconsent, (b) validating right to consent, (c) questioning nonconsent, and (d) dictating how to consent. Findings provide a novel examination of how consent is understood, communicated, and reinforced in the campus community, and the implications of these discourses for survivors. Results suggest there may be benefit in additional training for support providers around the conceptualization of consent and how to discuss consent with survivors.

“Call for Help Immediately”: A Discourse Analysis of Resident Assistants’ Responses to Sexual Assault Disclosures

Formal support providers can play a critical role in sexual assault survivors’ well-being (e.g., providing resource referrals). In a university setting, resident assistants (RAs) are key support providers with a unique relationship to survivors based on their dual roles as help-provider and peer. We examined 305 RAs’ responses to student sexual assault disclosure scenarios. Employing a critical discourse analysis, we identified four discourses used by RAs in their discussion of resources: controlling, gatekeeping, minimizing, and empowering. Due to power dynamics between RAs and residents, we conclude that empowering discourses would facilitate survivors’ access to other resources (e.g., sexual assault center).