Alcohol-related motor vehicle crashes are a major preventable cause of death in the United States. One potential factor that may modulate the influence of alcohol intoxication on driving-related decision-making is posttraumatic stress. The current study evaluated the influence of induction of acute trauma-related stress (via script-driven imagery) during alcohol intoxication (.06% BrAC) on driving-related risky decision-making – willingness to drive, driving-related decision-making (i.e., attempted red light runs), and driving-related reaction time (i.e., braking latency) – among 56 trauma-exposed (currently symptomatic) adult drinkers from the community (M = 25.32; 46.4% female). Results indicated that trauma-related stress may exacerbate willingness to drive during a state of acute alcohol intoxication, but, alternatively, may have only a minimal-to-moderate effect on performance-based, driving-related decision-making (i.e., red light runs), and a potentially mitigating impact on driving-related reaction time (i.e., braking latency) under the influence of alcohol. Generally, results suggest that trauma-related stress may differentially impact varying aspects of driving-related risky decision-making, above and beyond the influence of alcohol. Implications for theoretical modeling for driving-related decision-making during acute intoxication and for the advancement of education and intervention efforts, as well as suggestions for future directions, including methodological and procedural improvements, are discussed.

Exceptional classroom management (CM) for face-to-face and online classes is vital to instructor success, and importantly, directly impacts students' ability to learn. Classroom conflict may disrupt an instructor's CM and can occur when a student is uncivil (e.g., sidetracks from lecture) or when an instructor misbehaves (e.g., antagonizes students). A small but meaningful line of work suggests that uncivil students and misbehaving teachers negatively impact the learning environment. However, no work has examined how the interaction between an uncivil student and misbehaving teacher impacts learning. As such, the purpose of the current study is to empirically investigate how teacher responses to student incivility impact cognitive learning in an online learning environment. The project evaluated approximately 252 undergraduate students via an online study. Participants watched a video of an online class in which the professor responds to an uncivil student in one of three different ways: antagonistically, positively, or neutrally. Participants then took a cognitive learning quiz based on the lecture and answered questions about their perception of the instructor, uncivil student, and the learning environment. Results of the one-way ANOVA suggest that how an instructor responded to student incivility did not significantly impact cognitive learning. Secondary analyses also indicated that …