Computers in human behavior reports最新文献

Unpacking drivers of online censorship endorsement: Psychological and demographic factors

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-03-02 DOI: 10.1016/j.chbr.2025.100639

Houman Jafari , Hamid Keshavarz , Mahmood Khosrowjerdi , Dorota Rak , Alireza Noruzi

This study explores the complex dynamics of online censorship endorsements within a national context. We examined the impact of some of the influential psychological and demographic factors contributing to online censorship endorsement of Iranian Telegram users. Through the analysis of 517 responses to an online questionnaire, we investigated the influence of variables such as age, education level, gender, the use of state-controlled media, political interests, personal trust, religiosity, perceived similarity, and motivated resistance to censorship on individuals' attitudes toward censorship. Our findings reveal that education level, state-controlled media usage, religiosity, perceived similarity, and motivated resistance to censorship significantly shape censorship endorsements in the Iranian Telegram users. The implications of these findings and avenues for further research are highlighted.

引用次数: 0

Integrating Artificial Intelligence across cultural orientations: A longitudinal examination of creative self-efficacy and employee autonomy 跨文化取向的人工智能整合：对创造性自我效能感和员工自主性的纵向研究

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-02-28 DOI: 10.1016/j.chbr.2025.100623

Deeviya Francis Xavier, Christian Korunka

In a world where Artificial Intelligence (AI) is increasingly prevalent, a growing discussion persists on how AI integration could affect one's beliefs and degree of control in executing specific tasks. This is especially relevant at the workplace, where psychological and cultural implications of technology integration can significantly influence employee behavior and overall organizational dynamics. In response to this issue, our longitudinal experimental study aims to explore the impact of AI integration and cultural orientation on perceived employee autonomy and creative self-efficacy. We formulated and tested four hypotheses to analyze the relationship between AI integration and employee perceptions within different cultural contexts—specifically individualistic cultures, represented by the United Kingdom, and collectivistic cultures, represented by Mexico. A total of 427 participants from professional sectors participated in this study that alternated tasks with and without AI integration, resulting in an analysis of changes in employee perceptions over time. The empirical findings revealed a positive interactive impact of AI integration on creative self-efficacy, particularly pronounced among participants from collectivistic cultures. Furthermore, reports on employee autonomy revealed a significant negative impact of AI integration in the overall sample. An exploratory gender-specific analysis further revealed significant differences in the impact of AI integration on employee autonomy, with male participants experiencing a more pronounced decrease than female participants. Our findings provide quantitative evidence on how AI integration impacts diverse employee groups, making a significant contribution to the research on ethical and societal considerations in the deployment of AI.

{"title":"Integrating Artificial Intelligence across cultural orientations: A longitudinal examination of creative self-efficacy and employee autonomy","authors":"Deeviya Francis Xavier, Christian Korunka","doi":"10.1016/j.chbr.2025.100623","DOIUrl":"10.1016/j.chbr.2025.100623","url":null,"abstract":"<div><div>In a world where Artificial Intelligence (AI) is increasingly prevalent, a growing discussion persists on how AI integration could affect one's beliefs and degree of control in executing specific tasks. This is especially relevant at the workplace, where psychological and cultural implications of technology integration can significantly influence employee behavior and overall organizational dynamics. In response to this issue, our longitudinal experimental study aims to explore the impact of AI integration and cultural orientation on perceived employee autonomy and creative self-efficacy. We formulated and tested four hypotheses to analyze the relationship between AI integration and employee perceptions within different cultural contexts—specifically individualistic cultures, represented by the United Kingdom, and collectivistic cultures, represented by Mexico. A total of 427 participants from professional sectors participated in this study that alternated tasks with and without AI integration, resulting in an analysis of changes in employee perceptions over time. The empirical findings revealed a positive interactive impact of AI integration on creative self-efficacy, particularly pronounced among participants from collectivistic cultures. Furthermore, reports on employee autonomy revealed a significant negative impact of AI integration in the overall sample. An exploratory gender-specific analysis further revealed significant differences in the impact of AI integration on employee autonomy, with male participants experiencing a more pronounced decrease than female participants. Our findings provide quantitative evidence on how AI integration impacts diverse employee groups, making a significant contribution to the research on ethical and societal considerations in the deployment of AI.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100623"},"PeriodicalIF":4.9,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transforming formal knowledge to language and graphs to promote mathematics learning: A repeated-measures mixed design quasi-experiment

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-02-28 DOI: 10.1016/j.chbr.2025.100640

Inka Sara Hähnlein , Clara Luleich , Philipp Reiter , Nils Waterstraat , Pablo Pirnay-Dummer

The transition from school to university mathematics presents a significant challenge for students, as both the demands on mathematical reasoning and the level of abstraction increase. This often makes it difficult for learners to construct the mental models necessary for understanding mathematical content and meeting academic requirements. Research has shown that incorporating a second level of content representation—particularly graphical representations—can help students develop more viable mental models. This longitudinal quasi-experimental study aims to enhance mathematical learning in higher education by supporting students' mental modeling. We use a new approach called natural-language conceptual Graph (NaGra), which translates mathematical formalism into natural language. Using computer-linguistic software, we then generate knowledge maps from these texts, providing two distinct types of additional representations to complement traditional instruction. In a 6-point repeated-measures control-group design, 139 math undergraduates received either (a) a natural language text, (b) a knowledge map, (c) both the natural language text and the knowledge map, or (d) the traditional instruction based solely on mathematical formalism. Results from non-parametric longitudinal analyses indicate that students in the experimental conditions consistently outperformed those in the control group over time in mathematical performance. However, students did not perceive the added value of these representations. These findings suggest that the NaGra method can contribute to students’ understanding of STEM subjects (science, technology, engineering, and mathematics), where first-year students often struggle to adapt to abstract formal content.

从学校数学过渡到大学数学对学生来说是一个巨大的挑战，因为对数学推理的要求和抽象程度都在提高。这往往使学习者难以构建理解数学内容和达到学业要求所需的心智模型。研究表明，结合第二层次的内容表征--尤其是图形表征--可以帮助学生建立更可行的心智模型。这项纵向准实验研究旨在通过支持学生的心智建模来提高高等教育中的数学学习。我们采用了一种名为 "自然语言概念图（NaGra）"的新方法，将数学形式转化为自然语言。然后，我们利用计算机语言软件，从这些文本中生成知识图谱，提供两种不同类型的附加表征来补充传统教学。在一个 6 点重复测量对照组设计中，139 名数学系本科生接受了 (a) 自然语言文本，(b) 知识图谱，(c) 自然语言文本和知识图谱，或 (d) 仅基于数学形式主义的传统教学。非参数纵向分析结果表明，随着时间的推移，实验组学生的数学成绩一直优于对照组学生。然而，学生并没有感受到这些表征的附加价值。这些研究结果表明，NaGra 方法有助于学生理解 STEM 学科（科学、技术、工程和数学），而一年级学生往往难以适应抽象的正式内容。

{"title":"Transforming formal knowledge to language and graphs to promote mathematics learning: A repeated-measures mixed design quasi-experiment","authors":"Inka Sara Hähnlein , Clara Luleich , Philipp Reiter , Nils Waterstraat , Pablo Pirnay-Dummer","doi":"10.1016/j.chbr.2025.100640","DOIUrl":"10.1016/j.chbr.2025.100640","url":null,"abstract":"<div><div>The transition from school to university mathematics presents a significant challenge for students, as both the demands on mathematical reasoning and the level of abstraction increase. This often makes it difficult for learners to construct the mental models necessary for understanding mathematical content and meeting academic requirements. Research has shown that incorporating a second level of content representation—particularly graphical representations—can help students develop more viable mental models. This longitudinal quasi-experimental study aims to enhance mathematical learning in higher education by supporting students' mental modeling. We use a new approach called natural-language conceptual Graph (NaGra), which translates mathematical formalism into natural language. Using computer-linguistic software, we then generate knowledge maps from these texts, providing two distinct types of additional representations to complement traditional instruction. In a 6-point repeated-measures control-group design, 139 math undergraduates received either (a) a natural language text, (b) a knowledge map, (c) both the natural language text and the knowledge map, or (d) the traditional instruction based solely on mathematical formalism. Results from non-parametric longitudinal analyses indicate that students in the experimental conditions consistently outperformed those in the control group over time in mathematical performance. However, students did not perceive the added value of these representations. These findings suggest that the NaGra method can contribute to students’ understanding of STEM subjects (science, technology, engineering, and mathematics), where first-year students often struggle to adapt to abstract formal content.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100640"},"PeriodicalIF":4.9,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143529737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transforming digital interaction: Integrating immersive holographic communication and metaverse for enhanced immersive experiences

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-02-28 DOI: 10.1016/j.chbr.2025.100605

Saeed Hamood Alsamhi , Farhan Nashwan , Alexey V. Shvetsov

Digital interactions are being revolutionized by the revolutionary technology known as holographic communication. This survey explores the integration of immersive holographic communication with Metaverse technology, emphasizing how the integration improves immersive holographic communication experiences in virtual environments. We investigate how integration is used to enhance immersive experiences in several industries, such as remote assistance, business, entertainment, education, and healthcare. Furthermore, we discuss the opportunities and challenges of integrating immersive holographic communication into Metaverse ecosystems, emphasizing the crucial technological developments needed to realize the potential.

引用次数: 0

Being here, being there: Investigating cognitive and attentional mechanisms of breaks in presence using psychophysiological and reaction time measures

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-02-27 DOI: 10.1016/j.chbr.2025.100637

Elisabeth Holl , Kerstin Huber , Daniel Pietschmann , Benny Liebold

The concept of presence examines users' immersive experiences in virtual environments. This study investigates Breaks in Presence (BIPs) by examining attentional and cognitive mechanisms through psychophysiological measures and a modified secondary task reaction time (STRT) paradigm. Two experiments (Study 1: N = 78; Study 2: N = 63) required participants to play a desktop video game while responding to auditory stimuli either integrated into the game's narrative (narrative stimuli) or external to the virtual environment (external stimuli), potentially disrupting presence. Results showed consistent orienting response (OR) patterns across psychophysiological channels, including electrodermal activity, cardiac activity, and pupil diameter, confirming their reliability as indicators of breaks in presence. Cardiac recovery responses were stronger for external stimuli, suggesting heightened attentional shifts. STRT differences between conditions were limited to early trials, with general learning effects observed in both studies. Habituation patterns emerged in Study 1 but were less pronounced in Study 2, reflecting increased task complexity. Cognitive load measures did not differ significantly. Both studies advance presence research by 1) demonstrating the utility of psychophysiological measures for identifying attentional mechanisms underlying BIPs and 2) highlighting the potential of STRT paradigms for assessing cognitive processing in virtual environments. Future research should explore immersive setups, refine STRT methodologies, and consider individual differences, such as gaming experience, to deepen our understanding of presence dynamics.

{"title":"Being here, being there: Investigating cognitive and attentional mechanisms of breaks in presence using psychophysiological and reaction time measures","authors":"Elisabeth Holl , Kerstin Huber , Daniel Pietschmann , Benny Liebold","doi":"10.1016/j.chbr.2025.100637","DOIUrl":"10.1016/j.chbr.2025.100637","url":null,"abstract":"<div><div>The concept of presence examines users' immersive experiences in virtual environments. This study investigates Breaks in Presence (BIPs) by examining attentional and cognitive mechanisms through psychophysiological measures and a modified secondary task reaction time (STRT) paradigm. Two experiments (Study 1: N = 78; Study 2: N = 63) required participants to play a desktop video game while responding to auditory stimuli either integrated into the game's narrative (narrative stimuli) or external to the virtual environment (external stimuli), potentially disrupting presence. Results showed consistent orienting response (OR) patterns across psychophysiological channels, including electrodermal activity, cardiac activity, and pupil diameter, confirming their reliability as indicators of breaks in presence. Cardiac recovery responses were stronger for external stimuli, suggesting heightened attentional shifts. STRT differences between conditions were limited to early trials, with general learning effects observed in both studies. Habituation patterns emerged in Study 1 but were less pronounced in Study 2, reflecting increased task complexity. Cognitive load measures did not differ significantly. Both studies advance presence research by 1) demonstrating the utility of psychophysiological measures for identifying attentional mechanisms underlying BIPs and 2) highlighting the potential of STRT paradigms for assessing cognitive processing in virtual environments. Future research should explore immersive setups, refine STRT methodologies, and consider individual differences, such as gaming experience, to deepen our understanding of presence dynamics.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100637"},"PeriodicalIF":4.9,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting psychological resources for coping with problematic media use: Development and evaluation of a training intervention

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-02-27 DOI: 10.1016/j.chbr.2025.100619

Cynthia Sende , Roman Soucek , Katharina Ebner

Digital media have become an integral part of everyday life, education and work. However, intensive and problematic media use, and in particular problematic smartphone use has been shown to reliably predict reduced well-being and increased stress. Therefore, it is essential to investigate the factors that lead to problematic smartphone use and respective negative well-being outcomes and to develop interventions that effectively address these factors. Considering self-control and fear of missing out (FoMO) as key psychological factors promoting problematic smartphone use, we present a conceptual model explaining the emergence of digital stress due to problematic smartphone use, upon which we built a blended training intervention against digital stress. A controlled trial evaluation of the training intervention provided data at multiple time points for multilevel regression analyses on a sample of 175 university students. The results indicated that the intervention was effective in reducing FoMO (fear of missing out) and increasing self-control. Indirect effects suggested that both the reduction in FoMO and the gain in self-control effectively reduced emotional irritation and perceived stress via a reduction in problematic smartphone use. Conclusively, the findings identify key psychological factors that promote problematic smartphone use and demonstrate that these factors can be effectively addressed through appropriate psychological interventions.

{"title":"Promoting psychological resources for coping with problematic media use: Development and evaluation of a training intervention","authors":"Cynthia Sende , Roman Soucek , Katharina Ebner","doi":"10.1016/j.chbr.2025.100619","DOIUrl":"10.1016/j.chbr.2025.100619","url":null,"abstract":"<div><div>Digital media have become an integral part of everyday life, education and work. However, intensive and problematic media use, and in particular problematic smartphone use has been shown to reliably predict reduced well-being and increased stress. Therefore, it is essential to investigate the factors that lead to problematic smartphone use and respective negative well-being outcomes and to develop interventions that effectively address these factors. Considering self-control and fear of missing out (FoMO) as key psychological factors promoting problematic smartphone use, we present a conceptual model explaining the emergence of digital stress due to problematic smartphone use, upon which we built a blended training intervention against digital stress. A controlled trial evaluation of the training intervention provided data at multiple time points for multilevel regression analyses on a sample of 175 university students. The results indicated that the intervention was effective in reducing FoMO (fear of missing out) and increasing self-control. Indirect effects suggested that both the reduction in FoMO and the gain in self-control effectively reduced emotional irritation and perceived stress via a reduction in problematic smartphone use. Conclusively, the findings identify key psychological factors that promote problematic smartphone use and demonstrate that these factors can be effectively addressed through appropriate psychological interventions.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100619"},"PeriodicalIF":4.9,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and Validation of the Motivation of Sharenting Evaluation Scale (MSES) among Chinese parents

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-02-26 DOI: 10.1016/j.chbr.2025.100625

Youyuan Wang , Tianjing Chen , Zhaoru Chen , Hui Li

Despite its popularity, the expanding phenomenon of sharenting among Chinese parents, shaped by unique cultural and familial contexts, remains underexplored. To better understand the complex motivations behind sharenting behaviors, the Motivation of Sharenting Evaluation Scale (MSES) was developed as a specialized measurement tool for Chinese sharenting studies. Our research began with interviews (N = 33) to inform the development of the scale, followed by quantitative assessments through two distinct populations (Sample 1, N = 134; Sample 2, N = 809). Exploratory factor analysis revealed a scale of 10 items and three factors - recording and showcasing, integrative, and expressive motivation - with Cronbach's alphas ranging from .803 to .855 and an overall explained variance of 73.01%. The MSES scale has been confirmed to have strong factorial validity, adequate discriminant validity, and high internal and external validity. The MSES identified three main sharenting motivations among Chinese parents, with expressive motivation being the least prominent, reflecting a cultural focus on collectivism and social harmony. The introduction of this scale offers a valuable tool for researchers to investigate the intricacies of sharenting motivation within the fields of digital parenting and family studies, promoting a more intricate comprehension of this contemporary behavior in both theoretical and practical aspects.

尽管 "分担家务 "在中国家长中很流行，但由于其独特的文化和家庭背景，这种现象仍在不断扩大。为了更好地了解父母养育子女行为背后的复杂动机，我们开发了 "父母养育子女动机评估量表"（MSES），作为专门针对中国父母养育子女研究的测量工具。我们的研究首先通过访谈（33 人）为量表的开发提供信息，然后通过两个不同的人群（样本 1，134 人；样本 2，809 人）进行定量评估。探索性因子分析显示，该量表包含 10 个项目和三个因子--记录和展示动机、整合动机和表达动机--其克朗巴赫系数在 0.803 至 0.855 之间，总体解释方差为 73.01%。MSES 量表已被证实具有较强的因子效度、充分的判别效度以及较高的内部和外部效度。MSES 确定了中国父母的三种主要育儿动机，其中表达性动机最不突出，反映了中国父母注重集体主义和社会和谐的文化。该量表的引入为研究人员在数字养育和家庭研究领域内调查复杂的 "养育 "动机提供了一个有价值的工具，从理论和实践两方面促进了对这一当代行为的深入理解。

{"title":"Development and Validation of the Motivation of Sharenting Evaluation Scale (MSES) among Chinese parents","authors":"Youyuan Wang , Tianjing Chen , Zhaoru Chen , Hui Li","doi":"10.1016/j.chbr.2025.100625","DOIUrl":"10.1016/j.chbr.2025.100625","url":null,"abstract":"<div><div>Despite its popularity, the expanding phenomenon of sharenting among Chinese parents, shaped by unique cultural and familial contexts, remains underexplored. To better understand the complex motivations behind sharenting behaviors, the Motivation of Sharenting Evaluation Scale (MSES) was developed as a specialized measurement tool for Chinese sharenting studies. Our research began with interviews (<em>N</em> = 33) to inform the development of the scale, followed by quantitative assessments through two distinct populations (Sample 1, <em>N</em> = 134; Sample 2, <em>N</em> = 809). Exploratory factor analysis revealed a scale of 10 items and three factors - recording and showcasing, integrative, and expressive motivation - with Cronbach's alphas ranging from .803 to .855 and an overall explained variance of 73.01%. The MSES scale has been confirmed to have strong factorial validity, adequate discriminant validity, and high internal and external validity. The MSES identified three main sharenting motivations among Chinese parents, with expressive motivation being the least prominent, reflecting a cultural focus on collectivism and social harmony. The introduction of this scale offers a valuable tool for researchers to investigate the intricacies of sharenting motivation within the fields of digital parenting and family studies, promoting a more intricate comprehension of this contemporary behavior in both theoretical and practical aspects.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100625"},"PeriodicalIF":4.9,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143529735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

You’ve got mail – whether you want it or not: An emic investigation into how email use can be managed

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-02-26 DOI: 10.1016/j.chbr.2025.100618

Andre Lanctot, Linda Duxbury

Despite the best attempts of researchers and the tomes of advice in the consulting and grey literature, many continue to experience email overload and the volume of email employees manage is staggering. A troubling problem given that email overload and volume have been linked to negative wellbeing outcomes for employees. This paper reports on a qualitative study undertaken to help researchers and practitioners better understand email management from the point of view of email users. A sample of 30 knowledge workers were interviewed and asked to identify personal and workplace changes that could help them better manage their use of email. Fifteen informants worked in the public sector (education) while the other 15 worked in a private sector firm (insurance industry). The study took an interpretivist approach with content coding of the semi-structured interviews to develop sensitizing constructs. Analysis of the data uncovered a strong link between what users were telling us and some of the major tenants of attribution theory: locus of causality and stability. Most importantly, we found that most of the knowledge workers we spoke to felt that they could do little personally to manage their use of email. Rather, they felt email management was the responsibility of others (e.g., policies, training, technology). Responses were consistent with a self-serving attribution bias and consistent with the norms in place in organizations supporting an ideal worker culture. This study contributes to the literature in several ways. First, it shows most employees do not take responsibility for their email management problems. Implying that email management needs to be tackled at the organizational level. Second, it provides organizations and employees with practical advice on how they can start to address issues with email management. Third, our findings contribute to theoretical development in this area by exploring email management issues through an attribution theory lens.

尽管研究人员尽了最大努力，咨询和灰色文献也提供了大量建议，但许多人仍然面临着电子邮件超载的问题，员工管理的电子邮件数量惊人。鉴于电子邮件超载和数量与员工的负面健康结果有关，这是一个令人不安的问题。本文报告了一项定性研究，旨在帮助研究人员和从业人员从电子邮件用户的角度更好地了解电子邮件管理。我们对 30 名知识工作者进行了抽样访谈，要求他们确定个人和工作场所的变化，以帮助他们更好地管理电子邮件的使用。其中 15 名受访者在公共部门（教育部门）工作，另外 15 名受访者在私营企业（保险行业）工作。这项研究采用了解释主义方法，对半结构化访谈进行内容编码，以形成敏感性建构。通过对数据的分析，我们发现用户告诉我们的内容与归因理论的一些主要原则（因果关系和稳定性）之间存在密切联系。最重要的是，我们发现与我们交谈过的大多数知识工作者都认为，他们个人在管理电子邮件的使用方面几乎无能为力。相反，他们认为电子邮件管理是他人的责任（如政策、培训、技术）。他们的回答与自我服务归因偏差相一致，也与支持理想员工文化的组织规范相一致。本研究在几个方面对文献做出了贡献。首先，它表明大多数员工并不为自己的电子邮件管理问题负责。这说明电子邮件管理需要在组织层面上解决。第二，它为组织和员工提供了如何着手解决电子邮件管理问题的实用建议。第三，我们的研究结果通过归因理论的视角探讨了电子邮件管理问题，为这一领域的理论发展做出了贡献。

{"title":"You’ve got mail – whether you want it or not: An emic investigation into how email use can be managed","authors":"Andre Lanctot, Linda Duxbury","doi":"10.1016/j.chbr.2025.100618","DOIUrl":"10.1016/j.chbr.2025.100618","url":null,"abstract":"<div><div>Despite the best attempts of researchers and the tomes of advice in the consulting and grey literature, many continue to experience email overload and the volume of email employees manage is staggering. A troubling problem given that email overload and volume have been linked to negative wellbeing outcomes for employees. This paper reports on a qualitative study undertaken to help researchers and practitioners better understand email management from the point of view of email users. A sample of 30 knowledge workers were interviewed and asked to identify personal and workplace changes that could help them better manage their use of email. Fifteen informants worked in the public sector (education) while the other 15 worked in a private sector firm (insurance industry). The study took an interpretivist approach with content coding of the semi-structured interviews to develop sensitizing constructs. Analysis of the data uncovered a strong link between what users were telling us and some of the major tenants of attribution theory: locus of causality and stability. Most importantly, we found that most of the knowledge workers we spoke to felt that they could do little personally to manage their use of email. Rather, they felt email management was the responsibility of others (e.g., policies, training, technology). Responses were consistent with a self-serving attribution bias and consistent with the norms in place in organizations supporting an ideal worker culture. This study contributes to the literature in several ways. First, it shows most employees do not take responsibility for their email management problems. Implying that email management needs to be tackled at the organizational level. Second, it provides organizations and employees with practical advice on how they can start to address issues with email management. Third, our findings contribute to theoretical development in this area by exploring email management issues through an attribution theory lens.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100618"},"PeriodicalIF":4.9,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of normative beliefs about stopping cyberbullying on bystander helping behavior

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-02-25 DOI: 10.1016/j.chbr.2025.100633

Chia-Lin Chang , Cheng-Hong Liu , Xian-Rui Yin , Kuan-Ming Chen , Ting-Huan Lin

Cyberbullying research has yet to explore how bystanders' normative beliefs about stopping cyberbullying (NBSCs) influence their actions. We examined the effects of NBSCs on bystanders’ helping behaviors and the underlying mechanisms. In Study 1, 195 undergraduate participants completed a measure of NBSCs and reviewed a scenario describing a student experiencing cyberbullying. Results showed that individuals with higher NBSCs demonstrated greater helping behavior. This relationship was sequentially mediated by perceived urgency of the situation, state empathy, and a sense of responsibility to help. In Study 2, 82 participants were assigned to either a control group or an experimental group designed to enhance NBSCs. The NBSC group exhibited more helping behaviors, with mediation patterns similar to Study 1. These findings highlight the critical role of NBSCs in fostering bystander intervention and suggest that anti-bullying organizations, educators, and online platforms should implement strategies to promote NBSCs in efforts to combat cyberbullying.

{"title":"Effects of normative beliefs about stopping cyberbullying on bystander helping behavior","authors":"Chia-Lin Chang , Cheng-Hong Liu , Xian-Rui Yin , Kuan-Ming Chen , Ting-Huan Lin","doi":"10.1016/j.chbr.2025.100633","DOIUrl":"10.1016/j.chbr.2025.100633","url":null,"abstract":"<div><div>Cyberbullying research has yet to explore how bystanders' normative beliefs about stopping cyberbullying (NBSCs) influence their actions. We examined the effects of NBSCs on bystanders’ helping behaviors and the underlying mechanisms. In Study 1, 195 undergraduate participants completed a measure of NBSCs and reviewed a scenario describing a student experiencing cyberbullying. Results showed that individuals with higher NBSCs demonstrated greater helping behavior. This relationship was sequentially mediated by perceived urgency of the situation, state empathy, and a sense of responsibility to help. In Study 2, 82 participants were assigned to either a control group or an experimental group designed to enhance NBSCs. The NBSC group exhibited more helping behaviors, with mediation patterns similar to Study 1. These findings highlight the critical role of NBSCs in fostering bystander intervention and suggest that anti-bullying organizations, educators, and online platforms should implement strategies to promote NBSCs in efforts to combat cyberbullying.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100633"},"PeriodicalIF":4.9,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143529736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Look at the trees”: A verbal nudge to reduce screen time when learning biodiversity with augmented reality "看看这些树"：利用增强现实技术学习生物多样性时减少屏幕时间的口头提示

IF 4.9 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2025-02-25 DOI: 10.1016/j.chbr.2025.100614

Julien Mercier , Olivier Ertz , Erwan Bocher

Although location-based augmented reality helps students explore and learn, they spend the vast majority of the activity interacting with the screen, to the detriment of direct interaction with nature. This interferes with the pedagogical objective of immersion in nature, which would foster the formation of environmental affects, an essential mediator for transforming knowledge into pro-environmental behaviors. As people interact with screens more and more, concerns have risen and so have interventions to mitigate excessive screen use. Using a nudge can positively influence the way the tablet is interacted with. The goal of this experimental study is to observe how framing the activity can impact screen interaction behavior. We gave participants different verbal instructions before a learning activity on biodiversity with location-based augmented reality. Their gaze was recorded using mobile eye tracking glasses to measure screen time. We found that a nudge reduced screen time, suggesting that the strategy is effective in influencing short-term behavior. The control group, however, reported better usability. We found no evidence of an impact on the other indicators. These results have theoretical implications for optimizing the role of technology in mobile learning, as well as practical ones on how to design nudge-based scenarios.

{"title":"“Look at the trees”: A verbal nudge to reduce screen time when learning biodiversity with augmented reality","authors":"Julien Mercier , Olivier Ertz , Erwan Bocher","doi":"10.1016/j.chbr.2025.100614","DOIUrl":"10.1016/j.chbr.2025.100614","url":null,"abstract":"<div><div>Although location-based augmented reality helps students explore and learn, they spend the vast majority of the activity interacting with the screen, to the detriment of direct interaction with nature. This interferes with the pedagogical objective of immersion in nature, which would foster the formation of environmental affects, an essential mediator for transforming knowledge into pro-environmental behaviors. As people interact with screens more and more, concerns have risen and so have interventions to mitigate excessive screen use. Using a nudge can positively influence the way the tablet is interacted with. The goal of this experimental study is to observe how framing the activity can impact screen interaction behavior. We gave participants different verbal instructions before a learning activity on biodiversity with location-based augmented reality. Their gaze was recorded using mobile eye tracking glasses to measure screen time. We found that a nudge reduced screen time, suggesting that the strategy is effective in influencing short-term behavior. The control group, however, reported better usability. We found no evidence of an impact on the other indicators. These results have theoretical implications for optimizing the role of technology in mobile learning, as well as practical ones on how to design nudge-based scenarios.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100614"},"PeriodicalIF":4.9,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0