The colours of love theory is of great importance for understanding love. However, previous research on this theory did not consider the model as circular, as originally proposed. This article investigates the spatial location of items and underlying love dimensions in the Love Attitudes Scale with a large Brazilian sample of 1,549 participants. The measure replicated the six-factor structure of previous studies (Eros, Ludus, Storge, Mania, Agape and Pragma), including the small correlations between factors and internal consistency. The circumplex structure, however, differed from the original theory. Multidimensional scaling showed an opposition between Ludus and Eros, as well as between Mania and Storge, suggesting a new spatial location to love styles. Based on the findings, we propose a revised reformulation of the colours of love theory using attachment theory as a framework to interpret the results.

Sexual subjectivity is a central feature of healthy sexuality that is believed to shape and be shaped by relationship experiences. However, no studies have examined sexual subjectivity within a dyadic context. The current study examined partner similarity in sexual subjectivity within 75 heterosexual couples and associations with sexual relationship functioning using actor-partner interdependence models. Within couples, partners’ scores were significantly correlated on three of five elements of sexual subjectivity and showed similar mean levels on four of the five elements. Men's and women's sexual self-efficacy were positively associated with their own sexual communication. Other associations varied by gender. Men's sexual body esteem and entitlement to self-pleasure predicted their reports of sexual relationship functioning, and women's entitlement to pleasure from partners and sexual reflection predicted their reports of relationship functioning. Few partner effects were observed. Findings suggest that partners’ sexual subjectivity is relevant for dyadic functioning in emerging adulthood. Longitudinal research is needed to examine how experiences within and across relationships contribute to the development of sexual self-concepts and sexual functioning.

Despite concerns about bias, student evaluations of teaching continue to be significant to faculty career advancement in academia. In a recent study, attachment representations were shown to be associated with students’ perceptions of instructors (Henson & Scharfe, 2011); students with insecure-anxious representations were more likely to rate their professors negatively. These data, however, were cross-sectional, and the role of distress in this association was not examined. To examine the influence of anxiety and depressive symptoms on the association between attachment representations and evaluations of instructors’ teaching performance, 102 undergraduate students (91% female, 17–38 years old) completed questionnaires at two time points during the semester. Interestingly, both attachment anxiety and avoidance measured at the beginning of the semester were negatively associated with teaching evaluations at the end of the semester, and this effect was stronger for participants who reported high anxiety and depressive symptoms. The findings are consistent with previous work exploring the perception of others of depressed and non-depressed individuals, and provides some support for Bowlby's original proposals concerning the importance of distress in understanding the effects of attachment. Strategies to support students’ transition to post-secondary education and to promote positive teaching evaluations are discussed.