Does cyberbullying overlap with school bullying when taking modality of involvement into account?

Education professionals and researchers are concerned by school bullying and cyberbullying because of its repercussions on students’ health and the school climate. However, only a few studies investigating the impact of school versus cyberbullying have systematically explored whether student victims and perpetrators are involved in school bullying only, cyberbullying only, or both. The aim of the present study was thus to examine the possible overlap, as well as the similarities and/or differences, between these two forms of bullying when taking modality of involvement into account. Individual interviews were conducted with 1422 junior high- and high-school students (girls = 43%, boys = 57%, mean age = 14.3 ± 2.7 years). Results showed that cyberbullying and school bullying overlapped very little. The majority of students involved in cyberbullying were not simultaneously involved in school bullying. Moreover, results indicated that psychosocial problems (psychological distress, social disintegration, general aggression) varied according to the form of bullying. Victims of school bullying had greater internalizing problems than cybervictims, while school bullies were more aggressive than cyberbullies. Given the sizable proportion of adolescents involved in bullying (school and cyber) and its significant relationship with mental health, the issue warrants serious attention from school and public health authorities.     

Cyberbullying: The hidden side of college students

The purpose of this study was to investigate how university students perceive their involvement in the cyberbullying phenomenon, and its impact on their well-being. Thus, this study presents a preliminary approach of how college students’ perceived involvement in acts of cyberbullying can be measured. Firstly, Exploratory Factor Analysis (N = 349) revealed a unidimensional structure of the four scales included in the Cyberbullying Inventory for College Students. Then, Item Response Theory (N = 170) was used to analyze the unidimensionality of each scale and the interactions between participants and items. Results revealed good item reliability and Cronbach’s α for each scale. Results also showed the potential of the instrument and how college students underrated their involvement in acts of cyberbullying. Additionally, aggression types, coping strategies and sources of help to deal with cyberbullying were identified and discussed. Lastly, age, gender and course-related issues were considered in the analysis. Implications for researchers and practitioners are discussed.     

The capacity for pain empathy among urban Internet-addicted left-behind children in China: An event-related potential study

For the purpose of developing an event-related potential (ERP) method to study the differences in the capacity for pain empathy between urban Internet-addicted left-behind children and urban left-behind children with no such addiction, thirty participants (14 years of age) were selected from two middle schools in Chongqing, China to participate in the ERP experiment carried out over ten successive days in normal status. The study used the experimental paradigm of pain empathy experiment by Jackson, and 2 × 2 two-factor mixed experimental design. The results showed that for the N1 component (autonomic processing), the effect of pain was induced in both the Internet-addicted group and non-addicted group; this supports that the two groups of participants did not have differences during autonomic processing. The interaction between Internet addiction, non-addiction and pain was significant (for P2 and N2), i.e., the effect of pain was not significant in the Internet-addicted group but was significant in the non-addicted group. This finding supports that Internet addiction influenced the cognitive processing of empathy for pain in the urban left-behind children; P2 and N2 might reflect the cognitive processing and assessment of empathy for pain. During the last 550–850 ms, a larger LPC was induced in the two groups of participants for both pain and non-pain related images. This finding suggests that Internet addiction did not influence the processing since LPC reflected the reasonable judgment of participants, based on common sense, during the last experimental period. The final conclusion from the study was that Internet addiction influenced the capacity for pain empathy among urban left-behind children; in particular, it affected cognitive processing and assessment.     

Effect of prescribed sleep surfaces on back pain and sleep quality in patients diagnosed with low back and shoulder pain

The purpose of this study was to assess sleep quality and comfort of participants diagnosed with low back pain and stiffness following sleep on individually prescribed mattresses based on dominant sleeping positions. Subjects consisted of 27 patients (females, n = 14; males, n = 13; age 44.8 yrs ± SD 14.6, weight 174 lb. ±SD 39.6, height 68.3 in. ± SD 3.7) referred by chiropractic physicians for the study. For the baseline (pretest) data subjects recorded back and shoulder discomfort, sleep quality and comfort by visual analog scales (VAS) for 21 days while sleeping in their own beds. Subsequently, participants’ beds were replaced by medium-firm mattresses specifically layered with foam and latex based on the participants’ reported prominent sleeping position and they again rated their sleep comfort and quality daily for the following 12 weeks. Analysis yielded significant differences between pre- and post means for all variables and for back pain, we found significant (p < 0.01) differences between the first posttest mean and weeks 4 and weeks 8–12, thus indicating progressive improvement in both back pain and stiffness while sleeping on the new mattresses. Additionally, the number of days per week of experiencing poor sleep and physical discomfort decreased significantly. It was concluded that sleep surfaces are related to sleep discomfort and that is indeed possible to reduce pain and discomfort and to increase sleep quality in those with chronic back pain by replacing mattresses based on sleeping position.     

Exploring depression and problematic internet use among college females: A multisite study

ObjectiveThe purpose of this study was to assess associations between depression and problematic internet use (PIU) among female college students, and determine whether Internet use time moderates this relationship.MethodThis cross-sectional survey included 265 female college students from four U.S. universities. Students completed the Patient Health Questionnaire-9 (PHQ-9), the Problematic and Risky Internet Use Screening Scale (PRIUSS) and self-reported daily Internet use. Analyses included multivariate analysis of variance and Poisson regression.ResultsParticipants reported mean age of 20.2 years (SD = 1.7) and were 84.9% Caucasian. The mean PHQ-9 score was 5.4 (SD = 4.6); the mean PRIUSS score was 16.4 (SD = 11.1). Participants’ risk for PIU increased by 27% with each additional 30 min spent online using a computer (RR = 1.27, 95% CI: 1.14–1.42, p < .0001). Risk for PIU was significantly increased among those who met criteria for severe depression (RR = 8.16 95% CI: 4.27–15.6, p < .0001). The PHQ-9 items describing trouble concentrating, psychomotor dysregulation and suicidal ideation were most strongly associated with PIU risk.ConclusionsThe positive relationship between depression and PIU among female college students supports screening for both conditions, particularly among students reporting particular depression symptoms.     

Cybervictimization and cyberbullying: The mediating role of anger,don’t anger me!

Recent research has revealed relationship between cybervictimization and cyberbullying, but the possible role of anger as a mediating factor between cybervictimization and cyberbullying remains an area for further clarification. The purpose of this study was to analyze the direct and indirect relationships among cybervictimization, anger expression styles, and cyberbullying, and to test whether anger expression styles mediates the relationship between cybervictimization and cyberbullying in the context of General Strain Theory (GST). Data for the present study were collected from 687 undergraduate students with a mean age of 22.45 years (SD = 2.42). Participants completed cyberbullying, cybervictimization and anger expression scales. Structural equation modeling was used to test two models: one to examine direct and indirect relationships and one to examine only indirect relationships in which cyberbullying predicted anger-in and anger-out which in turn predicted cyberbullying. Analyses of fit indices showed that both models were adequate fits for the data. The findings provide evidence of direct effects of cybervictimization on cyberbullying and indirect effects of cybervictimization on cyberbullying mediated by anger-in. Specifically, results showed that cybervictimization was positively and directly related to anger-in and anger-out, and indirectly related to cyberbullying through anger-in. Prevention programs in schools can be applied to improve students’ emotion regulation and anger control, not only in the context of overt aggression, but also in cyberspace.     

Who puts the best “face” forward on Facebook?: Positive self-presentation in online social networking and the role of self-consciousness,actual-to-total Friends ratio,and culture

The present research investigated how individual, interpersonal, and cultural variables influence positive self-presentation in online social networking. In particular, we examined the role of self-consciousness, actual-to-total Friends ratio, and culture in positive self-presentation on Facebook. A cross-sectional survey was conducted with college-age participants in the United States (n = 183) and South Korea (n = 137). Results showed that self-consciousness (public vs. private) and actual-to-total Friends ratio were not significantly associated with positive self-presentation on Facebook; however, culture showed a statistically significant association with positive self-presentation on Facebook, with the U.S. participants engaging in positive self-presentation on Facebook to a greater extent than the South Korean participants. More interestingly, culture significantly moderated the relationship between public self-consciousness and positive self-presentation as well as the relationship between actual-to-total Friends ratio and positive self-presentation. Specifically, positive self-presentation showed a significant positive association with public self-consciousness and a significant negative association with actual-to-total Friends ratio only among the South Korean participants and not among the U.S. participants. Theoretical and practical implications for understanding cross-cultural differences in self-presentation behaviors on social network sites were discussed.     

Characteristics of college cyberbullies

Cyberbullying is a newer variation of bullying that utilizes technology to harass. This study investigated the psychological symptomology, suicidal behaviors, aggressive tendencies, and illegal behaviors of college cyberbullies. Sixty cyberbullies and 19 cyberbully/victims (participants who cyberbullied and were victims of cyberbullying) scored higher in psychological symptoms of depression, hostility, interpersonal sensitivity, paranoia, phobic anxiety, and psychoticism than participants who were uninvolved with cyberbullying. The cyberbullies also endorsed more suicidal behaviors and scored higher in aggression. The cyberbully/victims engaged in more violent and drug crimes than cyberbullies and controls. These findings indicate perpetrators of cyberbullying have more psychological distress, aggressive tendencies, and engage in more illegal behaviors than those who do not cyberbully. This is the first study to show the distress cyberbullies are experiencing.     

Cyberbullying in social networking sites: An adolescent victim’s perspective

Online social networking sites (SNS) are a ubiquitous platform for communication. However, SNS can provide opportunities for abuse and harassment, typically referred to as cyberbullying. The current study examined adolescent victims’ understanding of cyberbullying, the specific types of cyberbullying events experienced in SNS and the impact of these events. Twenty-five adolescents (15–24 years old) who responded to an invitation for participants with previous negative experiences in SNS took part in individual semi-structured interviews. Results showed that the basic criteria for the definition of cyberbullying published in previous research were either not referenced by participants, or they were more complex than initially anticipated. The most referenced criterion was the extent to which the experience had an impact on the victim, which is not a current definitional criterion. It was also found that 68% of victims reported experiencing a combined emotional, social and behavioural impact for each cyberbullying experience, and 12% reported no impact at all. These findings will contribute to the measurement of cyberbullying from the perspective of victims, and will also aid the development of intervention strategies based on the most common impact areas.     

Knowledge sharing and social media: Altruism,perceived online attachment motivation,and perceived online relationship commitment

Social media, such as Facebook and Twitter, have become extremely popular. Facebook, for example, has more than a billion registered users and thousands of millions of units of information are shared every day, including short phrases, articles, photos, and audio and video clips. However, only a tiny proportion of these sharing units trigger any type of knowledge exchange that is ultimately beneficial to the users. This study draws on the theory of belonging and the intrinsic motivation of altruism to explore the factors contributing to knowledge sharing behavior. Using a survey of 299 high school students applying for university after the release of the public examination results, we find that perceived online attachment motivation (β = 0.31, p < 0.001) and perceived online relationship commitment (β = 0.49, p < 0.001) have positive, direct, and significant effects on online knowledge sharing (R² 0.568). Moreover, when introduced into the model, altruism has a direct and significant effect on online knowledge sharing (β = 0.46, p < 0.001) and the total variance explained by the extended model increases to 64.9%. The implications of the findings are discussed.     

Differences in computer exposure between university administrators and CAD draftsmen

This study utilized an external logger system for onsite measurements of computer activities of two professional groups—twelve university administrators and twelve computer-aided design (CAD) draftsmen. Computer use of each participant was recorded for 10 consecutive days—an average of 7.9 ± 1.8 workdays and 7.8 ± 1.5 workdays for administrators and draftsmen, respectively. Quantitative parameters computed using recorded data were daily dynamic duration (DD) and static duration, daily keystrokes, mouse clicks, wheel scrolling counts, mouse movement and dragged distance, average typing and clicking rates, and average time holding down keys and mouse buttons. Significant group differences existed in the number of daily keystrokes (p < 0.0005) and mouse clicks (p < 0.0005), mouse distance moved (p < 0.0005), typing rate (p < 0.0001), daily mouse DD (p < 0.0001), and keyboard DD (p < 0.005). Both groups had significantly longer mouse DD than keyboard DD (p < 0.0001). Statistical analysis indicates that the duration of computer use for different computer tasks cannot be represented by a single formula with same set of quantitative parameters as those associated with mouse and keyboard activities. Results of this study demonstrate that computer exposure during different tasks cannot be estimated solely by computer use duration. Quantification of onsite computer activities is necessary when determining computer-associated risk of musculoskeletal disorders. Other significant findings are discussed.     

Triggering participation: Exploring the effects of third-person and hostile media perceptions on online participation

Using a 2 × 3 mixed between-within subjects experiment (N = 102), we tested how the presence of online comments affects self-other differences and perceptions of media bias, as well as factors predicting subjects’ likelihood of commenting on an online news story. We found that (a) presence of comments lowers self-other differences and consequently attenuates the third-person effect, and (b) perceptions of media bias significantly predict likelihood of commenting. Additionally, we found that subjects were more likely to comment on stories they found biased against their position as a form of corrective action, and that subjects were more likely to share and like stories they found biased in favor of their position as a form of promotional action.     

Do men and women differ in privacy? Gendered privacy and (in)equality in the Internet

This paper investigates how personal privacy behavior and confidence differ by gender, focusing on the dimensions of online privacy data protection and release. A hierarchical regression analysis of cross-sectional survey of a national sample (n = 419) revealed that men and women differed on the level of privacy protection; however, gender had no direct effect on the extent to which data release was exercised. Additionally, gender had a positive association with confidence in privacy protection, but not in the dimension of release. Our study suggests that the gender may affect subjective well-being of online privacy and potentially exacerbate the disparity rooted in socialization of gender. Implications of the findings are discussed in light of Internet access, skill and effort required for building and maintaining privacy, and the important role played by gender in indicating the need for gender-sensitive policy awareness.     

Internet use and verbal aggression: The moderating role of parents and peers

This research investigated the influence of parent–adolescent communication quality, as perceived by the adolescents, on the relationship between adolescents’ Internet use and verbal aggression. Adolescents (N = 363, age range 10–16, M_T1 = 12.84, SD = 1.93) were examined twice with a six-month delay. Controlling for social support in general terms, moderated regression analyses showed that Internet-related communication quality with parents determined whether Internet use is associated with an increase or a decrease in adolescents’ verbal aggression scores over time. A three way interaction indicated that high Internet-related communication quality with peers can have disadvantageous effects if the communication quality with parents is low. Implications on resources and risk factors related to the effects of Internet use are discussed.     

Lighting,font style,and polarity on visual performance and visual fatigue with electronic paper displays

Visual performance and visual fatigue of electronic paper displays (electrophoretic display and cholesteric liquid crystal display) under ambient illuminances and light sources were studied and compared with paper. Forty-eight participants participated in a character-search task in the experiment. The results showed that search speed depends on the illuminance but not light source. Search speed increased as illumination increased from 300 lx (45.6 sec), 700 lx (44.18 sec) to 1500 lx (43.24 sec). The effect of medium display and polarity on accuracy was also significant. Accuracy was greater for electrophoretic display and positive polarity. However, the effect of illuminance and light source on visual fatigue was not statistically significant. Based on the results of this study, it seems that E-paper displays may need greater illumination (700 lx or higher).     

Selective reading of large online forum discussions: The impact of rating visualizations on navigation and learning

As discussions in online forums can become quite large, participants must be highly selective in their reading behavior. Standard, chronological displays of discussions provide little guidance in how to find valuable content. An experimental study tested whether a group awareness tool can support individual navigation and subsequent learning within a forum. 127 participants read through a large online discussion in which contributions were rated on average quality and average agreement. In a 2 × 2 factorial design, posts were visualized along continua indicating average quality ratings (absent vs. present) and/or average agreement ratings (absent vs. present). Results showed that the visualization of discussion contributions led to stronger deviations from a chronological reading order. Moreover, it was found that the presence of a quality dimension shifted readers’ focus to high-quality contributions (unipolar navigation). Moreover, the quality dimension was weakly associated with better performance in a knowledge test. In contrast, it was found that the presence of an agreement dimension shifted readers’ focus to both high-agreement and low-agreement contributions (bipolar navigation). Moreover, the agreement dimension was associated with stronger attitude change and a higher intention to participate. Implications for the use of group awareness tools in full-scale online forum environments are drawn.     

Avatar creation in virtual worlds: Behaviors and motivations

Avatar creation has become common for people to participate and interact in virtual worlds. Using an online survey (N = 244), we investigated both the behavioral characteristics and major motivations for avatar creation in virtual worlds. Our results suggest that a majority of the participants had multiple avatars; these avatars’ appearance did not merely resemble the human players; and their personality did not necessarily mirror the player’s real personality. Furthermore, participants on average spent over 20 h per week and often interacting with others in the virtual worlds. Our exploratory factor analysis yielded four major motivations: virtual exploration, social navigation, contextual adaptation, and identity representation.     

A driving simulator study to explore the effects of text size on the visual demand of in-vehicle displays

Modern vehicles increasingly utilise a large display within the centre console, often with touchscreen capability, to enable access to a wide range of driving and non-driving-related functionality. The text provided on such displays can vary considerably in size, yet little is known about the effects of different text dimensions on how drivers visually sample the interface while driving and the potential implications for driving performance and user acceptance. A study is described in which sixteen people drove motorway routes in a medium-fidelity simulator and were asked to read text of varying sizes (9 mm, 8 mm, 6.5 mm, 5 mm, or 4 mm) from a central in-vehicle display. Pseudo-text was used as a stimulus to ensure that participants scanned the text in a consistent fashion that was unaffected by comprehension. There was no evidence of an effect of text size on the total time spent glancing at the display, but significant differences arose regarding how glances were distributed. Specifically, larger text sizes were associated with a high number of relatively short glances, whereas smaller text led to a smaller number of long glances. No differences were found in driving performance measures (speed, lateral lane position). Drivers overwhelmingly preferred the ‘compromise’ text sizes (6.5 mm and 8 mm). Results are discussed in relation to the development of large touchscreens within vehicles.     

Sleep in a live-in mining operation: The influence of start times and restricted non-work activities

The amount of sleep obtained between shifts is influenced by numerous factors including the length of work and rest periods, the timing of the rest period relative to the endogenous circadian cycle and personal choices about the use of non-work time. The current study utilised a real-world live-in mining environment to examine the amount of sleep obtained when access to normal domestic, family and social activities was restricted. Participants were 29 mining operators (26 male, average age 37.4 ± 6.8 years) who recorded sleep, work and fatigue information and wore an activity monitor for a cycle of seven day shifts and seven night shifts (both 12 h) followed by either seven or fourteen days off. During the two weeks of work participants lived on-site. Total sleep time was significantly less (p < 0.01) while on-site on both day (6.1 ± 1.0 h) and night shifts (5.7 ± 1.5 h) than days off (7.4 ± 1.4 h). Further, night shift sleep was significantly shorter than day-shift sleep (p < 0.01). Assessment of subjective fatigue ratings showed that the sleep associated with both days off and night shifts had a greater recovery value than sleep associated with day shifts (p < 0.01). While on-site, participants obtained only 6 h of sleep indicating that the absence of competing domestic, family and social activities did not convert to more sleep. Factors including shift start times and circadian influences appear to have been more important.     

Feasibility of online divergent thinking assessment

Two studies explored whether assessment of creative thinking is feasible using web-based methods and how participants reacted to the imposition of time constraints in online settings. Sixty-five participants (Study 1) completed a verbal fluency task and a divergent thinking task, half of the participants doing so over the Internet. Online administration did not affect originality, but led to slightly fewer responses overall. This demonstrated that online administration of creative thinking is indeed feasible and reliable, though steps must be taken to ensure participants exhaust all possible responses. To test the effect of time limits on responses, 84 participants (Study 2) completed a verbal fluency task and three divergent thinking tasks online, half of the participants doing so under time pressure (3 min). There were significant interactions between time limits and task content for both time-on-task and fluency variables, but the task type was the dominant force in the varying fluency and time-on-task scores. Originality was not significantly affected by time limits, but did vary across tasks. In all cases the results illustrate that assessment of divergent thinking, as a proxy of creative thinking, is feasible using online methods. Implications for future work in this area are discussed.