Internet use and multitasking among older adolescents: An experience sampling approach

Adverse childhood experience and young adult's problematic Internet use: The role of hostility and loneliness

BACKGROUND

Few studies have explored the relationship between adverse childhood experiences (ACEs) and problematic Internet use (PIU) during young adulthood. Moreover, even fewer studies have explored the roles of loneliness (social and emotional) and hostility in this relationship.

METHODS

This study used data from the Taiwan Youth Project (2011-2017). The analytical sample included 1885 participants (mean age = 31.3 years). PIU was measured using the short form of Chen's Internet Addiction Scale (2017). ACEs were assessed at the baseline of the adolescent phase (mean age = 14.3 years); this indicator has undergone recent revision. Hostility (three items from the Symptom Checklist-90-Revised) and loneliness (six items from the De Jong Gierveld scale) were measured in 2011 and 2014, respectively.

RESULTS

ACEs were associated with hostility and loneliness (emotional and social). Additionally, hostility (β = 0.62, p < .01) and emotional loneliness (β = 0.44, p < .01) were significantly associated with PIU. Most mediating paths (e.g., ACE → hostility → PIU) were significant, based on the bootstrapping results.

CONCLUSIONS

This study suggests that ACEs have a long-term shadow effect on PIU in young adults. ACEs show an indirect association with PIU through both hostility and loneliness, as well as involving the relationship between them.

Human aggression in everyday life: An empirical test of the general aggression model

With the general aggression model (GAM), Anderson and Bushman (2002) provided an integrative framework to explain the complex nature of aggression. Based on the GAM, we examined whether personological and situational factors (interactively) have an impact on the person's internal state (consisting of aggressive cognition, affect, and physiological arousal), which in turn is assumed to lead to aggressive behaviour. In a large-scale experience sampling study, 403 participants answered 7558 questionnaires over a period of 2 weeks. As hypothesized, participants were more likely to exhibit an aggressive internal state the higher they scored on antagonistic personality traits (trait aggression, narcissism, psychopathy, sadism, anger rumination) and the more interpersonal, intrapersonal, and environmental triggers they experienced. Aggressive behaviour was positively related to trait aggression, psychopathy, sadism, anger rumination, and all situational triggers. Furthermore, the impact of antagonistic personality traits and situational triggers on aggressive behaviour was considerably reduced when the aggressive internal state was taken into account. Contrary to predictions, the relationship between antagonistic personality traits and the aggressive internal state was most pronounced when situational triggers were low. Overall, however, the process by which personal and situational variables predict aggression in daily life can be well explained by the GAM.

Time Spent on Mobile Apps Matters: A Latent Class Analysis of Patterns of Smartphone Use among Adolescents

The aims of the present study are: (1) to determine classes of adolescents with homogeneous patterns of smartphone or social media use; and (2) to examine the level of distress across the empirically derived profiles. Three hundred and forty adolescents (Mage = 15.61, SD = 1.19; 38.2% females) participated in a cross-sectional survey. Participants provided objective trace data on time spent on smartphones and applications, as well as self-reported social media addiction, social media use intensity, online social comparison, emotion dysregulation, and psychological distress. Latent class analysis (LCA) with total smartphone use categorized participants into three classes. Participants in Class 3 (19%) showed a more impaired functioning profile, with a tendency towards social media addiction and greater levels of distress. LCAs with the amount of time devoted to specific applications are more heterogeneous, and results showed that heavy use of social media apps was not consistently connected to the most impaired psychosocial profiles. Although the amount of mobile screen time can be a characteristic of problematic users, the link between social media usage and an adolescent's psychological characteristics is mixed. More research is needed to explore the interplay between mobile screen time and social media usage among adolescents.

A desire for distraction: uncovering the rates of media multitasking during online research studies

Interpretations of task performance in many cognitive studies rest on the assumption that participants are fully attentive to the tasks they agree to complete. However, with research studies being increasingly conducted online where monitoring participant engagement is difficult, this assumption may be inaccurate. If participants were found to be engaging in off-task behaviours while participating in these studies, the interpretation of study results might be called into question. To investigate this issue, we conducted a secondary data analysis across nearly 3000 participants in various online studies to examine the prevalence of one form of off-task behaviour: media multitasking. Rates of media multitasking were found to be high, averaging 38% and ranging from 9 to 85% across studies. Our findings broadly raise questions about the interpretability of results from online studies and urge researchers to consider the likelihood that participants are simultaneously engaging in off-task behaviours while completing online research tasks.

Screen Time and Mental Health in Canadian Youth: An Examination of Nationally Representative Data

As screens have become ubiquitous in modern-day society, investigating the effects of high screen time on mental health is highly warranted. In the past decade, many studies have determined that higher levels of screen time engagement are associated with adverse mental health outcomes like anxiety and depression. However, the nature of the relationship between screen time and mental health requires further investigation to gain a better understanding of its mechanisms and properties. The purpose of this study is to utilize a nationally representative data set to (1) examine how factors like sex, age, and socioeconomic status moderate the relationship between screen time and mental health in Canadian youth and (2) determine whether this relationship supports the Goldilocks hypothesis or an exposure-response curve. It was hypothesized that (1) young, female, lower socioeconomic status individuals will be more strongly associated with poor mental health, and that (2) mental health will peak at low screen time usage, therefore, supporting an exposure-response curve. A series of moderation analyses concluded that young, male, lower socioeconomic status individuals strongly moderated the relationship between screen time and poor mental health compared to their counterparts. Furthermore, three out of the four mental health (presence of mood disorder, presence of anxiety disorder, and depression severity) measures peaked at an average of 12 hours and 19 minutes of screen time per week, hence, supporting the exposure-response curve.

Youth screen use in the ABCD® study

Adolescent screen usage is ubiquitous and influences development and behavior. Longitudinal screen usage data coupled with psychometrically valid constructs of problematic behaviors can provide insights into these relationships. We describe methods by which the screen usage questionnaire was developed in the Adolescent Brain Cognitive Development (ABCD) Study, demonstrate longitudinal changes in screen usage via child report and describe data harmonization baseline-year 2. We further include psychometric analyses of adapted social media and video game addiction scales completed by youth. Nearly 12,000 children ages 9-10 years at baseline and their parents were included in the analyses. The social media addiction questionnaire (SMAQ) showed similar factor structure and item loadings across sex and race/ethnicities, but that item intercepts varied across both sex and race/ethnicity. The videogame addiction questionnaire (VGAQ) demonstrated the same configural, metric and scalar invariance across racial and ethnic groups, however differed across sex. Video gaming and online social activity increased over ages 9/10-11/12 (p's < 0.001). Compared with boys, girls engaged in greater social media use (p < .001) and demonstrated higher ratings on the SMAQ (p < .001). Compared with girls, boys played more video games (p < .001) and demonstrated higher ratings on the VGAQ (p < .001). Time spent playing video games increased more steeply for boys than girls from age 9/10-11/12 years (p < .001). Black youth demonstrated significantly higher SMAQ and VGAQ scores compared to all other racial/ethnic groups. These data show the importance of considering different screen modalities beyond total screen use and point towards clear demographic differences in use patterns. With these comprehensive data, ABCD is poised to address critical questions about screen usage changes across adolescence.

College Students' Distractions from Learning Caused by Multitasking in Online vs. Face-to-Face Classes: A Case Study at a Public University in Romania

This study compared Romanian college students' off-task use of digital devices in online courses with their digital distractions in face-to-face courses. Students taking both online and face-to-face courses completed surveys assessing off-task use of technology in each delivery mode, extent to which such use constitutes a distraction, and instructor policies for curbing use of digital devices in class. Off-task use of digital devices was significantly greater in online than face-to-face courses. Students were twice as likely to state that they were distracted by multitasking in online than in face-to-face classes. They also indicated that instructors in online classes were less likely than their face-to-face instructors to have a policy on the use of digital devices for off-task purposes during class. Study participants were more lenient toward the use of digital devices in online than in in-person classes and were less bothered by multitasking and classmates' off-task use of digital devices in online than in face-to-face classes. The results of this study have implications for instructors in online classes. By improving instructional design and pedagogical methods and creating opportunities for more interaction during the class, online instructors might be able to increase student motivation and lower multitasking behaviors.

Digital Technology and Media Use by Adolescents: Latent Class Analysis

BACKGROUND

Digital technology and media use is integral to adolescents' lives and has been associated with both positive and negative health consequences. Previous studies have largely focused on understanding technology behaviors and outcomes within adolescent populations, which can promote assumptions about adolescent technology use as homogeneous. Furthermore, many studies on adolescent technology use have focused on risks and negative outcomes. To better understand adolescent digital technology use, we need new approaches that can assess distinct profiles within study populations and take a balanced approach to understanding the risks and benefits of digital technology use.

OBJECTIVE

The purpose of this study was to identify profiles of adolescent technology use within a large study population focusing on four evidence-based constructs: technology ownership and use, parental involvement, health outcomes, and well-being indicators.

METHODS

Adolescent-parent dyads were recruited for a cross-sectional web-based survey using the Qualtrics (Qualtrics International, Inc) platform and panels. Technology use measures included ownership of devices, social media use frequency, and the Adolescents' Digital Technology Interactions and Importance scale. Parent involvement measures included household media rules, technology-related parenting practices, parent social media use frequency, and the parent-child relationship. Health outcome measures included physical activity, sleep, problematic internet use, and mental health assessments. Well-being indicators included mental wellness, communication, and empathy. We used latent class analysis (LCA) to identify distinct profile groups across the aforementioned 4 critical constructs.

RESULTS

Among the 3981 adolescent-parent dyads recruited, adolescent participants had a mean age of 15.0 (SD 1.43) years; a total of 46.3% (1842/3981) were female, 67.8% (2701/3981) were White, and 75% (2986/3981) lived in a household with an income above the poverty line. The LCA identified 2 discrete classes. Class 1 was made up of 62.8% (2501/3981) of the participants. Class 1 participants were more likely than Class 2 participants to report family-owned devices, have lower technology importance scores, have household technology rules often centered on content, have positive parent relationships and lower parent social media use, and report better health outcomes and well-being indicators.

CONCLUSIONS

Findings from this national cross-sectional survey using LCA led to 2 distinct profile groups of adolescent media use and their association with technology use and parent involvement as well as health and well-being outcomes. The two classes included a larger Class 1 (Family-Engaged Adolescents) and a smaller Class 2 (At-Risk Adolescents). The findings of this study can inform interventions to reinforce positive technology use and family support.

Why do habitual violent video game players believe in the cathartic effects of violent video games? A misinterpretation of mood improvement as a reduction in aggressive feelings

Previous research found that violent video game play leads to increased aggression, but many people (mainly habitual violent video game players) still believe that playing violent games releases aggressive feelings and in turn reduces aggressive behavior. Other research has shown that video game play can have a positive impact on the player's mood. Based on the General Aggression Model and mood management theory, we thus hypothesized that habitual violent video game players misinterpret their better mood after game play as a reduction of aggressive feelings and hence believe in the cathartic effects of violent video games. Two studies examined this reasoning in the player's natural habitat. Habitual video game players were surveyed multiple times for a period of 2 weeks before and after each gaming session. Results showed that playing video games improved the participant's mood, which in turn was positively associated with the belief in the cathartic effect of violent video game play. Importantly, this relation held when controlling for the player's actual level of aggressive feelings. Study 1 further showed that playing a violent game tended to lead to a higher level of reported aggressive feelings after playing. In contrast, in Study 2, level of reported aggressive feelings was not related to the violence of the game. Taken together, habitual violent video game players (erroneously) believe in the cathartic effects of violent video games, because they are in a better mood after playing.

Media multitasking, depression, and anxiety of college students: Serial mediating effects of attention control and negative information attentional bias

BACKGROUND

The COVID-19 epidemic provides an environment for frequent media multitasking, which might associate with an increase in depression and anxiety. Since many studies have found that media multitasking negatively affects cognitive capacity, we propose a cognitive perspective to explore how media multitasking may associate with mental health. This study examined the potential mediating role of attention control and negative information attentional bias in the relationship between media multitasking and anxiety and depression.

METHODS

Participants (n = 567) were recruited from college students in China. They completed an online survey that included the Media Multitasking Inventory (MMI), Attention Control Scale (ACS), Attention to Positive and Negative Information Scale (APNI), Generalized Anxiety Disorder Scale (GAD-7), and Patient Health Questionnaire (PHQ-9). After exploring the correlations between the measures, serial mediation models were examined.

RESULTS

The results indicated significant positive correlations between media multitasking and anxiety and depression. Media multitasking, anxiety, and depression were negatively correlated with attention focusing, while positively correlated with negative information attention bias. Media multitasking did not correlate with attention shifting. Mediation modeling demonstrated that attention focusing and negative information attention bias played a serial mediating role in the relationship between media multitasking and anxiety and depression. However, the results did not support the serial mediation model through attention shifting and negative information attention bias.

CONCLUSION

Media multitasking does not directly influence anxiety and depression, while attention focusing and negative information attention bias play serial mediating roles in their relationship. This study highlights the potential cognitive mechanisms between media multitasking and anxiety and depression, providing theoretical support for interventions in individual mental health during the epidemic.

[Investigating the relationship between social media use and body image among adolescents: A systematic review]

OBJECTIVES

This study aimed to update the scientific knowledge concerning the relationship between the use of social networking sites and body image among adolescents.

METHODS

A preregistered systematic review was conducted following PRISMA guidelines and allowed to include 30 peer-reviewed articles for qualitative analysis, consisting of 26 unique samples (n=31,331; M_age=14.89; SD_age=1.07). The search was conducted on Pubmed, PsychInfo and Scopus focusing on studies that included any social network site use and body image measures while being based on general population adolescent samples. Social networking site use referred: 1) to any online activities such as browsing, posting, editing selfies, liking, commenting; 2) to any exposure to appearance-related content; or 3) to a measure of frequency use. The scope of social networking sites considered in the present review was extended to online video-sharing platforms and online dating applications due to their relationship with appearance. Body image as considered through MeSH terms referred to a wide range of possible outcomes including body and facial dissatisfaction, dysmorphophobia, body surveillance, self-objectification, body shame, weight concerns, self-monitoring. Any mental health outcome was extracted when available although its absence was not an exclusion criterion..

RESULTS

Among the 30 studies included in the review, 22 were cross-sectional, seven were longitudinal and one had an experimental design. Overall, among studies based on unique samples, 18 studies included both males and females (n=28,081; M_age 14.84; SD_age=1.06), seven were based exclusively on female samples (n=2,507; M_age 14.87; SD_age=1.19), while one study recruited only male adolescents (n=743; M_age 15.90; SD_age=0.54). Only six studies were based on representative samples. These studies reported a robust association between frequency of social networking site use and negative body image among both females and males. In addition, exposure to appearance-related content was also deleterious to body image. The association between the use of social media and negative body image may involve negative mental health outcomes, such as depressive symptoms, low body esteem and problematic use of social media. Measuring specific activities on social network sites or exposure to appearance-related content (e.g. selfies editing; selfies posting) may be more accurate than using a frequency of overall use (e.g. during the past month) when predicting body image. Studies addressing underlying processes supported that the relationship between use of social media and body image may not be direct but rather involve intermediary steps on both cognitive and social levels, namely internalization of the thin ideal, self-objectification, peer appearance-related feedback, ascendant social comparison with peers and celebrities. Also, it remains unclear whether mental health mediates this relationship.

CONCLUSIONS

The association between the use of social networking sites and negative body image is robustly supported in the literature. However, studies measuring frequency of overall use may instead be predicting negative body image with a nested measure of the use of social network sites, namely specific activities involving appearance-related content. Due to the observed discrepancies between self-reported frequency of social networking site use and actual use in methodological literature, future research may rather measure behaviors commonly encountered on a given platform. Furthermore, there is a need to distinguish specific site categories such as highly visual social media when focusing on body image outcomes. . Focusing on specific social media platforms may in turn lead to more targeted prevention regarding a safe utilization of social networking sites among adolescents. Despite the growing body of research concerning the association between social media and body image, the current review underlines that additional longitudinal and experimental studies are needed to investigate potential bidirectional effects, as well as studies based on representative samples to improve generalization to adolescent populations.

The Physical Learning Environment of Online Distance Learners in Higher Education - A Conceptual Model

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

Adolescents' Digital Technology Interactions and Importance: Associations with Demographics and Social Media Frequency

The Adolescents' Digital Technology Interactions and Importance (ADTI) scale evaluates perceived importance of technology interactions. Adolescents were recruited via Qualtrics panels for an online survey. Among 4592 participants, findings illustrated positive associations between ADTI scores and use frequency. Findings further validate the ADTI and contribute baseline scales by groups.

A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children

The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The current review presents findings from three main bodies of literature on the implications of technology use for attention and cognitive control: television, video games, and digital multitasking. The aim is to identify key lessons from prior research that are relevant for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users' characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. The finding emerging from the review on the large degree of heterogeneity in associations is especially relevant due to the rapid development and diffusion of a large number of different digital technologies and contents, and the increasing variety of user experiences. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader organizing framework in order to guide emerging technology-based research and practice. We end with a discussion of some of the challenges and unaddressed issues in the literature and propose directions for future research.

The Physical Learning Environment of Online Distance Learners in Higher Education - A Conceptual Model

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

Measuring Interests Not Minutes: Development and Validation of the Adolescents' Digital Technology Interactions and Importance Scale (ADTI)

BACKGROUND

Interactive digital technology use is integral to adolescents' lives and has been associated with both health benefits and risks. Previous studies have largely focused on measuring the quantity of technology use or understanding the use of specific platforms. To better understand adolescents' interactive digital technology use, we need new approaches that consider technology interactions and their importance.

OBJECTIVE

This study aimed to develop an assessment tool to evaluate adolescents' digital technology interactions and their perceived importance.

METHODS

We used a validated scale development approach comprising 2 initial steps to create an item pool: item pool development and item pool refinement. These steps relied upon empirical literature review and an expert convening. We then evaluated the item pool using a Web-based survey. Data were collected via Qualtrics panel recruitment from a national sample of 12- to 18-year-olds. Participant data were randomly split into a development subsample for exploratory factor analysis (EFA) and a test subsample for confirmatory factor analysis (CFA). We assessed Cronbach alpha as well as model fit characteristics including root mean square error of approximation (RMSEA) and comparative fit index (CFI).

RESULTS

Our initial item pool had 71 items and the refined item pool contained 40. A total of 761 adolescents assessed the item pool via Web-based survey. Participants had a mean age of 14.8 (SD 1.7) years and were 52.8% (402/761) female and 77.5% (590/761) white. The EFA analysis included 500 participants and an 18-item draft scale was created. The CFA included 261 participants to test the draft scale. Adequate model fit for the scale was indicated by an RMSEA of 0.063 and a CFI of 0.95. The final scale included 18 items in a 3-factor model, with Cronbach alpha for the 3 factors of .87 (factor 1), .90 (factor 2) and .82 (factor 3). The 3 factors were named (1) technology to bridge online and offline experiences, (2) technology to go outside one's identity or offline environment, and (3) technology for social connection.

CONCLUSIONS

The resulting Adolescents' Digital Technology Interactions and Importance (ADTI) scale is a promising and psychometrically validated tool for identifying the importance of distinct technology interactions. The scale is informed by relevant theory and expert input. The 3 subscales have utility for future studies to understand whether certain subscale score ranges are associated with health or well-being outcomes.

Methodology to Derive Objective Screen-State from Smartphones: A SMART Platform Study

Time on screens (screen time) on multiple digital devices (computers, mobile phones, tablets, television screens, etc.) due to varied motivations (work, leisure, entertainment, gaming, etc.) has become an integral part of population behaviour. However, a significant evidence gap exists in screen time accumulated over ubiquitous mobile devices such as smartphones. This study aimed to develop an accurate, reliable and replicable methodology to derive objective screen time (i.e., screen-state) from all types of citizen-owned smartphones. A convenience sample of 538 adults (≥18 years) from two largest urban centres in Saskatchewan, Canada (Regina and Saskatoon) was recruited in 2017 and 2018. Participants used a custom-built smartphone application to provide objective and subjective data. A novel methodology was developed to derive objective screen-state, and these data were compared with subjective measures. The findings showed that objective screen-state from smartphones can be derived and assessed across a range of cut-points that take into consideration varied measurement errors. When objective measures were compared with subjective reporting, the results indicated that participants consistently underreported screen time. This study not only provides a methodology to derive objective screen-state from ubiquitous mobile devices such as smartphones but also emphasises the need to capture context via subjective measures.

A Novel Approach to Evaluating Mobile Smartphone Screen Time for iPhones: Feasibility and Preliminary Findings

BACKGROUND

Increasingly high levels of smartphone ownership and use pose the potential risk for addictive behaviors and negative health outcomes, particularly among younger populations. Previous methodologies to understand mobile screen time have relied on self-report surveys or ecological momentary assessments (EMAs). Self-report is subject to bias and unreliability, while EMA can be burdensome to participants. Thus, a new methodology is needed to advance the understanding of mobile screen time.

OBJECTIVE

The objective of this study was to test the feasibility of a novel methodology to record and evaluate mobile smartphone screen time and use: battery use screenshot (BUS).

METHODS

The BUS approach, defined for this study as uploading a mobile phone screenshot of a specific page within a smartphone, was utilized within a Web-based cross-sectional survey of adolescents aged 12-15 years through the survey platform Qualtrics. Participants were asked to provide a screenshot of their battery use page, a feature within an iPhone, to upload within the Web-based survey. Feasibility was assessed by smartphone ownership and response rate to the BUS upload request. Data availability was evaluated as apps per BUS, completeness of data within the screenshot, and five most used apps based on battery use percentage.

RESULTS

Among those surveyed, 26.73% (309/1156) indicated ownership of a smartphone. A total of 105 screenshots were evaluated. For data availability, screenshots contained an average of 10.2 (SD 2.0) apps per screenshot and over half (58/105, 55.2%) had complete data available. The most common apps or functions included Safari and Home and Lock Screen.

CONCLUSIONS

Study findings describe the BUS as a novel approach for real-time data collection focused on iPhone screen time and use among young adolescents. Although feasibility showed some challenges in the upload capacity of young teens, data availability was generally strong across this large dataset. These data from screenshots have the potential to provide key insights into precise mobile smartphone screen use and time spent per mobile app. Future studies could explore the use of the BUS methodology on other mobile smartphones such as Android phones to correlate mobile smartphone screen time with health outcomes.

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 (N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students’ academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.

Fear of Missing Out as a Predictor of Problematic Social Media Use and Phubbing Behavior among Flemish Adolescents

Fear-of-missing-out (FOMO) refers to feelings of anxiety that arise from the realization that you may be missing out on rewarding experiences that others are having. FOMO can be identified as an intra-personal trait that drives people to stay up to date of what other people are doing, among others on social media platforms. Drawing from the findings of a large-scale survey study among 2663 Flemish teenagers, this study explores the relationships between FOMO, social media use, problematic social media use (PSMU) and phubbing behavior. In line with our expectations, FOMO was a positive predictor of both how frequently teenagers use several social media platforms and of how many platforms they actively use. FOMO was a stronger predictor of the use of social media platforms that are more private (e.g., Facebook, Snapchat) than platforms that are more public in nature (e.g., Twitter, Youtube). FOMO predicted phubbing behavior both directly and indirectly via its relationship with PSMU. These findings support extant research that points towards FOMO as a factor explaining teenagers’ social media use.

Social Media and New Technology: A Primer

Social media and new media are becoming increasingly important in the lives of preteens and teens. This article reviews what is currently known about positive and negative effects of social media, social networking, and internet use and what safety measures should be considered.

Technology, attributions, and emotions in post-secondary education: An application of Weiner's attribution theory to academic computing problems

As technology becomes increasingly integrated with education, research on the relationships between students' computing-related emotions and motivation following technological difficulties is critical to improving learning experiences. Following from Weiner's (2010) attribution theory of achievement motivation, the present research examined relationships between causal attributions and emotions concerning academic computing difficulties in two studies. Study samples consisted of North American university students enrolled in both traditional and online universities (total N = 559) who responded to either hypothetical scenarios or experimental manipulations involving technological challenges experienced in academic settings. Findings from Study 1 showed stable and external attributions to be emotionally maladaptive (more helplessness, boredom, guilt), particularly in response to unexpected computing problems. Additionally, Study 2 found stable attributions for unexpected problems to predict more anxiety for traditional students, with both external and personally controllable attributions for minor problems proving emotionally beneficial for students in online degree programs (more hope, less anxiety). Overall, hypothesized negative effects of stable attributions were observed across both studies, with mixed results for personally controllable attributions and unanticipated emotional benefits of external attributions for academic computing problems warranting further study.

Mobile gaming and problematic smartphone use: A comparative study between Belgium and Finland

Background and aims Gaming applications have become one of the main entertainment features on smartphones, and this could be potentially problematic in terms of dangerous, prohibited, and dependent use among a minority of individuals. A cross-national study was conducted in Belgium and Finland. The aim was to examine the relationship between gaming on smartphones and self-perceived problematic smartphone use via an online survey to ascertain potential predictors. Methods The Short Version of the Problematic Mobile Phone Use Questionnaire (PMPUQ-SV) was administered to a sample comprising 899 participants (30% male; age range: 18-67 years). Results Good validity and adequate reliability were confirmed regarding the PMPUQ-SV, especially the dependence subscale, but low prevalence rates were reported in both countries using the scale. Regression analysis showed that downloading, using Facebook, and being stressed contributed to problematic smartphone use. Anxiety emerged as predictor for dependence. Mobile games were used by one-third of the respective populations, but their use did not predict problematic smartphone use. Very few cross-cultural differences were found in relation to gaming through smartphones. Conclusion Findings suggest mobile gaming does not appear to be problematic in Belgium and Finland.

Tracking and discrete dual task performance for different visual spatial stimulus-response mappings with focal and ambient vision

The effect of spatial compatibility for various display-control configurations on human performance was studied with a dual-task paradigm using a tracking task and a discrete response task. Degradation of performance on both tasks within the visual modality was observed and was considered to be most likely due to resource competition resulting from simultaneous task operation. It was found that the more complicated the mapping for the discrete spatial compatibility response task, the more severe the interference with the tracking task. Although performance on both the tracking and spatial response tasks was impaired, the magnitude of impairment was not as great as expected, implying that focal and ambient vision required for the tracking task and spatial task, respectively, might be deployed, at least partly, from separate resources. Participants here seemed to successfully use focal vision for tracking and ambient vision for identifying signal lights concurrently, reducing the expected keen competition for visual resources.

Children and Adolescents and Digital Media

Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identified health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefits and risks to the health of children and teenagers. Evidence-based benefits identified from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confidentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www.healthychildren.org/MediaUsePlan) that is individualized for a specific child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.

Screening for Adolescent Problematic Internet Use: Validation of the Problematic and Risky Internet Use Screening Scale (PRIUSS)

OBJECTIVE

Problematic Internet use (PIU) is an emerging health concern that lacks screening measures validated for use with adolescents and young adults. This study aimed to validate the Problematic and Risky Internet Use Screening Scale (PRIUSS) for use with older adolescents and to increase its clinical utility by determining scoring guidelines and assessing the relationship between PIU and other mental health conditions.

METHODS

This cross-sectional survey study took place at a large, public Midwestern university among 330 older adolescents aged 18 to 25 years. Confirmatory factor analysis and Spearman's correlations were used to assess the PRIUSS' structural and construct validity, respectively. A risk-based scoring cutoff was estimated using a Bayesian latent class modeling approach to computing a receiver operating characteristic curve.

RESULTS

The confirmatory factor analysis indices for the 3-factor model indicated an acceptable fit (goodness-of-fit index 0.89, root mean square error of approximation 0.07). A cutoff of 25 (sensitivity 0.80, 95% confidence interval [CI] 0.47-0.99; specificity 0.79, 95% CI 0.73-0.84) is proposed for identifying those at risk for PIU. Participants at risk for PIU were at significantly greater odds of also reporting symptoms of attention-deficit/hyperactivity disorder (odds ratio [OR] 2.36 95% CI 1.21-4.62, P = .009), depression (OR 3.25, 95% CI 1.65-6.42, P = .008), and social anxiety (OR 3.77, 95% CI 2.06-6.89, P < .000).

CONCLUSIONS

The PRIUSS demonstrated validity as a PIU screening instrument for adolescents and young adults. Screening for PIU may also help to identify those at high reciprocal risk for other mental health conditions.

Seven Fears and the Science of How Mobile Technologies May Be Influencing Adolescents in the Digital Age

Close to 90% of U.S. adolescents now own or have access to a mobile phone, and they are using them frequently. Adolescents send and receive an average of over 60 text messages per day from their devices, and over 90% of adolescents now access the Internet from a mobile device at least occasionally. Many adults are asking how this constant connectivity is influencing adolescents' development. In this article, we examine seven commonly voiced fears about the influence of mobile technologies on adolescents' safety (e.g., cyberbullying and online solicitation), social development (e.g., peer relationships, parent-child relationships, and identity development), cognitive performance, and sleep. Three sets of findings emerge. First, with some notable exceptions (e.g., sleep disruption and new tools for bullying), most online behaviors and threats to well-being are mirrored in the offline world, such that offline factors predict negative online experiences and effects. Second, the effects of mobile technologies are not uniform, in that benefits appear to be conferred for some adolescents (e.g., skill building among shy adolescents), whereas risk is exacerbated among others (e.g., worsening existing mental health problems). Third, experimental and quasi-experimental studies that go beyond a reliance on self-reported information are required to understand how, for whom, and under what conditions adolescents' interactions with mobile technologies influence their still developing social relationships, brains, and bodies.

Predictors of media multitasking in Chinese adolescents

We examined predictors of media multitasking in Chinese adolescents from 3 contexts: characteristics of the media user, types of media use and family media contexts. Three hundred and twenty adolescents, 11-18 years of age, completed questionnaires to measure media use, impulsivity, sensation seeking, time management disposition and family media environment. The results showed that media multitasking was positively correlated with age and total media use time. Participants with high levels of impulsivity and sensation seeking reported more multitasking behaviour. Multitasking was negatively correlated with time management. Children from media-oriented families often engage in more multitasking. What's more, social networking sites use and music use can mediate the effect of individual and family factors on media multitasking.

The Problematic and Risky Internet Use Screening Scale (PRIUSS) for Adolescents and Young Adults: Scale Development and Refinement

Problematic Internet use (PIU) is a growing health concern among adolescents and young adults. The purpose of this mixed-methods study was to develop and refine a theoretically-grounded and psychometrically-validated assessment instrument for PIU specifically tailored to adolescents and young adults. An item pool was developed using concept mapping and a review of the literature, and administered to 714 students from two universities between 18 and 25 years of age. Exploratory and confirmatory factor analyses were used in a development subsample (n=500) to construct the scale. A cross-validation sample (n=214) was used to confirm the scale's reliability. The Problematic and Risky Internet Use Screening Scale (PRIUSS) is an 18-item scale with three subscales: Social Impairment, Emotional Impairment, and Risky/Impulsive Internet Use. Based on its strong theoretical foundation and promising psychometric performance, the PRIUSS may be a valuable tool for screening and prevention efforts in this population.

The Media and Technology Usage and Attitudes Scale: An empirical investigation

Current approaches to measuring people's everyday usage of technology-based media and other computer-related activities have proved to be problematic as they use varied outcome measures, fail to measure behavior in a broad range of technology-related domains and do not take into account recently developed types of technology including smartphones. In the present study, a wide variety of items, covering a range of up-to-date technology and media usage behaviors. Sixty-six items concerning technology and media usage, along with 18 additional items assessing attitudes toward technology, were administered to two independent samples of individuals, comprising 942 participants. Factor analyses were used to create 11 usage subscales representing smartphone usage, general social media usage, Internet searching, e-mailing, media sharing, text messaging, video gaming, online friendships, Facebook friendships, phone calling, and watching television in addition to four attitude-based subscales: positive attitudes, negative attitudes, technological anxiety/dependence, and attitudes toward task-switching. All subscales showed strong reliabilities and relationships between the subscales and pre-existing measures of daily media usage and Internet addiction were as predicted. Given the reliability and validity results, the new Media and Technology Usage and Attitudes Scale was suggested as a method of measuring media and technology involvement across a variety of types of research studies either as a single 60-item scale or any subset of the 15 subscales.

Accessing suicide-related information on the internet: a retrospective observational study of search behavior

Background

The Internet’s potential impact on suicide is of major public health interest as easy online access to pro-suicide information or specific suicide methods may increase suicide risk among vulnerable Internet users. Little is known, however, about users’ actual searching and browsing behaviors of online suicide-related information.

Objective

To investigate what webpages people actually clicked on after searching with suicide-related queries on a search engine and to examine what queries people used to get access to pro-suicide websites.

Methods

A retrospective observational study was done. We used a web search dataset released by America Online (AOL). The dataset was randomly sampled from all AOL subscribers’ web queries between March and May 2006 and generated by 657,000 service subscribers.

Results

We found 5526 search queries (0.026%, 5526/21,000,000) that included the keyword "suicide". The 5526 search queries included 1586 different search terms and were generated by 1625 unique subscribers (0.25%, 1625/657,000). Of these queries, 61.38% (3392/5526) were followed by users clicking on a search result. Of these 3392 queries, 1344 (39.62%) webpages were clicked on by 930 unique users but only 1314 of those webpages were accessible during the study period. Each clicked-through webpage was classified into 11 categories. The categories of the most visited webpages were: entertainment (30.13%; 396/1314), scientific information (18.31%; 240/1314), and community resources (14.53%; 191/1314). Among the 1314 accessed webpages, we could identify only two pro-suicide websites. We found that the search terms used to access these sites included “commiting suicide with a gas oven”, “hairless goat”, “pictures of murder by strangulation”, and “photo of a severe burn”. A limitation of our study is that the database may be dated and confined to mainly English webpages.

Conclusions

Searching or browsing suicide-related or pro-suicide webpages was uncommon, although a small group of users did access websites that contain detailed suicide method information.