The impact of lecture recordings on university students’ learning often depends on whether the recordings are used as a substitute for attending live lectures (watching instead of attending; usually undesirable) or as a supplement to attending (watching in addition to attending; usually desirable). However, little is known about the predictors of how students use the recordings. This study examined the demographic and psychological variables associated with attending live lectures, and with the use of lecture recordings as a substitute or supplement. In particular, we characterised the students’ own opinions about attending live lectures and using lecture recordings (attitude), students’ beliefs about what their classmates thought about these behaviours (peer norm), and students’ beliefs about what their lecturers thought about these behaviours (lecturer norm). Using data gathered in a large introductory psychology course (n=212), we found that attending live lectures, using recordings as a supplement and using recordings as a substitute were all viewed favourably and perceived to be accepted by peers. The perception of lecturer norm was more nuanced, with substitution perceived as the least acceptable to lecturers. Generally, the more positive the students’ own attitude and the perceived peer norm towards engaging with lectures in a particular way (attending live, using recordings as a supplement, or using recordings as a substitute), the more likely students were to engage with lectures in that way. These findings suggest that attitudes and peer norms may be valuable targets for educational interventions in this area.

Child sexual violence constitutes one of the most serious and persistent human rights violations in Chile and worldwide, with devastating consequences for the psycho-emotional and educational development of victims. Although Comprehensive Sexuality Education (CSE) is increasingly positioned as a key tool for prevention, its implementation faces social resistance that limits its effectiveness. This article critically explores the role of adult beliefs in the prevention of child sexual abuse (CSA), arguing that such beliefs are a central factor in understanding both the normalization and the prevention of violence. In the context of rape culture and recent and ongoing research in Chile, the article discusses the tensions between recognizing the need for CSE and fearing its alleged risks, revealing a symbolic terrain laden with contradictions that need to be addressed. The article concludes that CSA prevention can no longer be understood as a task of child self-defense to be achieved through CSE programs, but rather as an adult and collective responsibility that demands questioning our own beliefs and strengthening trust in education as one among many tools needed to move toward safer environments for children.

As high rates of sexual violence worldwide have increasingly been met with educational initiatives promoting sexual consent as a core preventive strategy, it becomes crucial to understand how consent is actually conceptualized in specific sociocultural contexts. This study examines how adult women in Chile conceptualize sexual consent and how their understandings align with, expand or diverge from the definition promoted by the World Association for Sexual Health (WAS), one of the more wide-spread accounts. Using a therapeutic writing methodology designed to support emotional safety and reflective depth, 34 women completed a collective writing workshop. For this paper, the main writing exercise was analyzed through thematic analysis. Results show three overarching themes: sexual consent as a self-directed and desire-aligned experience; the intricacies of giving in to sexual encounters as shaped by social expectations, emotional pressures, and relational considerations; and the tensions when differentiating consent from giving in, a distinction experienced as meaningful yet fluid and learned over time. Together, these findings reveal that Chilean women’s conceptualizations of sexual consent extend beyond normative international models, highlighting the need for attuned consent frameworks and educational approaches designed to prevent sexual violence.