Cyberpsychology, behavior and social networking最新文献

One of the far-reaching impacts of the COVID-19 pandemic is that it has become the fertile soil of cyberchondria. Adolescents' mental health was severely hit by this by-product of the COVID-19 pandemic both due to the direct effects and its indirect effects on security. This study investigated whether and how cyberchondria was associated with Chinese adolescents' mental health (i.e., well-being and depressive symptoms). Based on a large Internet sample (N = 1,108, 67.5 percent female, M_age = 16.78 years), cyberchondria, psychological insecurity, mental health, and a series of covariates were assessed. Preliminary analyses were conducted in SPSS Statistics software and main analyses were conducted in Mplus. Path analyses indicated that (a) cyberchondria was negatively associated with well-being (b = -0.12, p = 0.001) and positively associated with depressive symptoms (b = 0.17, p < 0.001); (b) psychological insecurity could fully mediate the association between cyberchondria and mental health (indirect effect _well-being = -0.15, 95% confidence interval [CI -0.19 to -0.12] and indirect effect _{depressive symptoms} = 0.15, 95% CI [0.12 to 0.19]); (c) the two dimensions (social insecurity and uncertainty) of psychological insecurity could play the mediating role in the associations between cyberchondria and mental health, uniquely and parallelly; and (d) these results did not vary by gender. This study suggests that cyberchondria may arouse individuals' psychological insecurity about interpersonal interaction and the development of events, which ultimately decreases their well-being and increases the risk of depressive symptoms. These findings facilitate the establishment and implementation of relevant prevention and intervention programs.

Researchers have demonstrated that the relationship between social media use (SMU) and academic performance is mixed. This study extends those findings by examining how SMU for news predicts grade point average (GPA) for Hispanic, Black/African American, and White college students while controlling for gender. Students (N = 378) completed surveys where they reported how many times per week they used various social media platforms for news, whether or not they used those platforms to consume certain types of news, and demographic information. For Hispanic students, results indicated that using YouTube for entertainment news predicted lower GPAs, whereas using YouTube for news predicted higher GPAs. Black/African American students' use of Facebook for news predicted lower GPAs. SMU for news for White students did not predict GPA. Findings indicate that race/ethnicity should be considered when examining the relationship between SMU and academic performance and that minority students' GPAs are affected by their use of social media for news.

The objectives of this study were to examine the influence of bystanders' perceived reasonableness of online messages on their aggressive tendency toward victims and to examine the mediating role of bystanders' attribution of responsibility to victims on their aggressive tendency toward the victims. Our study involved two parts: In Study 1, 295 Taiwanese undergraduates were recruited, and questionnaires were distributed to them to measure their perceived reasonableness of cyberbullying attacks. In Study 2, a total of 78 university students were recruited. The participants' perceived reasonableness of cyberbullying attacks was reduced through experimental manipulation. Subsequently, they were randomly assigned to a group with relatively low reasonableness or a control group. The results of both studies revealed that the participants' aggressive tendency toward the victim was influenced by their perceived reasonableness of cyberbully messages. The relation between perceived reasonableness and aggressive tendency was mediated by the participants' attribution of responsibility to the victim.

The Cartesian coordinate system is a fundamental concept for mathematics and science and poses a teaching challenge at primary school level. Learning the Cartesian coordinate system has the potential to promote numerical cognition through number-space associations, as well as core geometric concepts, including isometric transformations, symmetry, and shape perception. Immersive virtual reality (VR) facilitates embodied forms of teaching and learning mathematics through whole-body sensorimotor interaction and offers benefits as a platform to learn the Cartesian coordinate system compared with "real world" classroom activities. Our goal was to validate the Cartesian-Garden, a serious game designed to provide an educationally robust but engaging vehicle to teach these concepts in primary-level mathematics in a multisensory VR environment. In the game, the child explores a Cartesian-Garden, that is, a field of flowers in which each flower corresponds to x and y coordinates. Specifically, we tested whether exploring numbers spatially represented improved spatial and numerical skills independently from the use of VR. Children (n = 49; age 7-11 years old) were divided into experimental and age-matched control groups. The experimental group explored the Cartesian-Garden and picked flowers corresponding to target coordinates; the control group played a VR game unrelated to Cartesian coordinates. To quantify potential improvements, children were tested before and after training with perceptual tests investigating number line and spatial thinking. The results point toward differential age-related improvements depending on the tested concept, especially for the number line. This study provides the guidelines for the successful use of the Cartesian-Garden game, beneficial for specific age groups.

Parental technological immersion during parenting activities has been shown to alter parent-child interactions. This concept, referred to as parental technoference, has the potential to affect parent-child relationships and children's health and development. This scoping review utilized the Joanna Briggs Institute (JBI) methodology to identify, describe, and summarize: (a) evidence of parental technoference on parent-child relationships, and children's health and development; (b) definitions and measurements of parental technoference; (c) research designs and methodologies used to investigate parental technoference; and (d) literature gaps. We searched MEDLINE, APA PsycInfo, Cochrane Central Register of Controlled Trials, Cochrane Database for Systematic Reviews, JBI EBP Database, Embase, CINAHL, and Scopus, as well as the reference lists of included studies for literature on parental technology use during parenting and parent-child interactions and its effects on parent-child relationships, and children's health and development. Sixty-four studies, found in 61 publications, met the review criteria. The effect of parental technoference on parent-child relationships was most studied, and findings demonstrated that parents recognized, and researchers observed, changes in parents' and children's behaviors. Adolescent self-reported mental health concerns and maladaptive technological behaviors (e.g., cyberbullying) were associated with more parental technoference, and findings highlighted safety concerns for children. Other aspects of children's development, although less studied, were also negatively impacted by parental technoference. No significant associations were found between parental technoference and children's medical and physiological health, yet these associations were the least studied. Additional research is needed to understand these associations and evaluate interventions designed to mitigate technoference harms.

Drawing on the theory of planned behavior (TPB), the present study examined the relative importance of informal social control and social cohesion/trust in the behavioral intention to post online race-related hate speech. A conceptual framework of a mediation model was validated on data from 809 survey respondents, and age, gender, Internet usage, and the number of posts representing racist hate speech on online platforms in a 1-year period were controlled for as demographic data. Twenty-six measurement items were designed to measure the four TPB constructs of attitude, subjective norm, perceived behavioral control (PBC), and behavioral intention, as well as the two action-oriented variables of social cohesion/trust and informal social control. Partial least-squares structural equation modeling analysis was conducted to test a series of research hypotheses, and the findings were as follows: (a) informal social control partially mediated the relationships between behavioral intention to post online race-related hate speech and both attitude and subjective norm; (b) informal social control fully mediated the influence of PBC on behavioral intention; and (c) social cohesion/trust did not significantly mediate any of the relationships between behavioral intention and attitude, subjective norm, or PBC. The results indicate that the willingness to intervene in informal social control plays an important role in preventing unwelcome online activity.