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Activities in Cyber Behavior
Abstract
Human behavior in cyber space is extremely complex. Change is the only constant as technologies and social contexts evolve rapidly. This leads to new behaviors in cybersecurity, Facebook use, smartphone habits, social networking, and many more. Scientific research in this area is becoming an established field and has already generated a broad range of social impacts. Alongside the four key elements (users, technologies, activities, and effects), the text covers cyber law, business, health, governance, education, and many other fields. Written by international scholars from a wide range of disciplines, this handbook brings all these aspects together in a clear, user-friendly format. After introducing the history and development of the field, each chapter synthesizes the most recent advances in key topics, highlights leading scholars and their major achievements, and identifies core future directions. It is the ideal overview of the field for researchers, scholars, and students alike.
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The study investigated the behaviors and interactions of children in structured and unstructured groups as they worked together on a 6-week social studies activity each term for 3 school terms. Two hundred and twelve children in Grade 1 and 184 children in Grade 3 participated in the study. Stratified random assignment occurred so that each gender-balanced group consisted of 1 high-, 2 medium-, and 1 low-ability student. The results show that the children in the structured groups were consistently more cooperative and they provided more elaborated and nonelaborated help than did their peers in the unstructured groups. The children in the structured groups in Grade 3 obtained higher reading and learning outcome scores than their peers in the unstructured groups.
Social Virtual Reality (SVR) platforms allow remote, synchronous interaction and communication between individuals immersed in shared virtual worlds. Such platforms commonly implement full-body motion and real-time voice communication, but often lack complete non-verbal cues support. This work presents the development process and preliminary usability evaluation results of an SVR platform, incorporating non-verbal cues such as finger motion, gaze direction, and facial expressions, while allowing inter-communication between remotely located interlocutors.
Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as presently a plethora of different definitions and measures exist preventing the development of a coherent research field regarding social presence and its defining role in online group learning. To solve the issue, we went back to the original social presence theory as devised by the communication researchers Short et al. (1976) to show that although they had a clear idea of social presence --namely "realness" of other persons in the interaction-- their definition is ambiguous, not operationalizable, and the measurement of it questionable. We, therefore, disentangled their social presence theory and (1) reformulated the social presence definition to enable an operationalization in line with the previous conceptualization of social presence; (2) departed from the technological determinism of social presence; and (3) identified two other constructs closely linked to social presence, namely, sociability (as a medium attribute) and social space (as a group attribute). By reformulating the definition of social presence and by linking it to social space and sociability, we hope to contribute to a more coherent line of social presence research and to better understand interpersonal communication, group learning, and group dynamics when learning and working together in an online setting.
Social media research tends to prioritize how young adults – and college students, in particular – use social network sites. While several studies have focused on how Facebook can help alleviate loneliness among older adults, the motives for using other social media platforms, including Instagram, have not been adequately explored. This study therefore focuses on how a uses and gratifications framework applies to older users of Facebook and Instagram, including the relationship to contextual age. A survey of 414 Baby Boomers and Traditionalists was conducted in the Fall of 2019. The results revealed that older adults rely on Facebook and Instagram to compensate for the lack of social activity and face-to-face interactions in their daily lives. These patterns are consistent with social compensation hypothesis and contradict the findings of studies done with college students. In addition, the older adults' life satisfaction was a negative predictor of using these sites for companionship and diversion. Future research should furthermore explore how other personality traits and social situations might influence older individuals use of social media. This knowledge can be particularly useful in times of health pandemic, such as COVID-19, when so many older individuals are confined to their homes and rely on social media for interaction and entertainment. Insight into intergenerational social media usage differences can also benefit advertisers, policy makers, recreational groups, healthcare and social services.
Cyberaggression is often triggered by cybervictimization. However, little attention has been given to the underlying mechanisms in this relationship. Specifically, this study examined the mediating roles of stress as well as unforgiveness (i.e., revenge and avoidance motivations) in the cybervictimization-cyberbullying aggression link. The main goal is to investigate the direct and indirect effects of cybervictimization on cyberbullying aggression while modeling a process in which cybervictimization causes stress, which in turn causes unforgiveness motivations concluding with cyberbullying aggression as the consequent. A total of 979 adolescents (Mage = 13.72, SD = 1.31) completed the relevant scales at two time points spaced four months apart. The results confirm that stress and revenge motivation at Time 1 act as serial mediators between cybervictimization at Time 1 and cyberbullying behaviors at Time 2. Additionally, the results reveal that avoidance at Time 1 was not a significant mediator in the links between cybervictimization at Time 1 and cyberbullying aggression at Time 2. Our findings provide support for the stress-and-coping model of forgiveness in adolescence and offer original insight into the developmental process of bully-victims in cyberbullying context. These results suggest the importance of efforts addressing motivations and emotion-focused coping strategies in adolescents who have been bullied to prevent and reduce those adolescents' future stress and aggressive behaviors. The contributions and implications of the results are discussed.
Today, people are exposed to vast information flows while online or on social media. This abundance has led some people to believe that they no longer have to actively seek the news to be well informed about public affairs and that important news will find them through social media or other online channels. Recently, academics have offered a first theoretical account, capturing this belief as the “news finds me” perception (NFM). Initial studies have been conducted in the U.S. and Austria, indicating deleterious effects between NFM and both traditional news use and political predispositions and behaviors. This study seeks to expand this line of research, exploring the proliferation of NFM in 10 societies around the world. Findings give further insights into the degree of NFM proliferation in diverse contexts. Across societies, NFM is associated with age, social media news use, and other meaningful democratic variables such as political interest, political knowledge, and voting behavior.
This resource was created to support researchers who might be newly conducting
crisis informatics research in light of the pandemic of 2020. It also might support creation of new course syllabi on related topics. It has been produced by members of the crisis informatics research community in May 2020 to consolidate and organize the literature on informatics of disaster mitigation, warning, response, and recovery. This guided bibliography is a living resource, and will continue to be updated.
School bullying is a pervasive social problem that has been linked to severe mental health consequences for students. Though 50 states have adopted anti-bullying policies, research into the effectiveness of these policies has suggested that many such policies are not effective in reducing rates of bullying in schools. This paper aims to identify strategies for policy makers and social workers to reduce bullying in schools. This paper focuses on the Iowa Safe Schools Law as a case study for better understanding the strengths and limitations of statewide anti-bullying laws. Consistent with general evaluations of statewide anti-bullying laws, comparisons of rates of bullying before and after the passage of the Iowa Safe Schools Law reveal no reductions in rates of bullying. Through an examination of the extant academic and popular literature, this analysis identifies several critiques of the policy, namely that such policies infringe upon freedom of expression and that such policies focus on individual behavior modification rather than on changing underlying social norms that contribute to hostile environments. This paper presents several recommendations for advancing the prevention of bullying. Future research should identify underlying factors that render these policies ineffective and common factors of policies that have been found to be more effective. Bullying prevention policies should include funding allocated to these efforts and components that have been empirically linked to reductions in bullying. Social workers hold a key role in advocating for funding for this policy and offering institutional and individual-level interventions to reduce bullying.
This paper reports on a health literacy study that explored adolescents’ conceptualizations of health information appraisal as a social practice in Latvia. The study was guided by phenomenography, a qualitative research approach used to describe people’s conceptions of a particular phenomenon. A purposive, maximum variation sampling was used, and 24 adolescents were recruited to take part in the study, ranging from 13 to 16 year-olds. Semi-structured interviews were undertaken for data collection. A phenomenographic method for data analysis was performed using the guidelines proved by Sandberg. The data analysis presented seven categories of description and an outcome space representing the adolescents’ qualitatively different conceptions of health information appraisal. The implications for health education in school are discussed.
Physical activity, such as high-intensity intermittent aerobic exercise (HIE), can improve executive functions. Although performing strength or aerobic training might be problematic or not feasible for someone. An experimental situation where there is no actual movement, but the body shows physiological reactions, is during the illusion through immersive virtual reality (IVR). We aimed to demonstrate whether a virtual HIE-based intervention (vHIE) performed exclusively by the own virtual body has physical, cognitive, and neural benefits on the real body. 45 healthy young adults (cross-over design) experienced HIE training in IVR (i.e., the virtual body performed eight sets of 30 seconds of running followed by 30 seconds of slow walking, while the subject is completely still) in two random-ordered conditions (administered in two sessions one week apart): the virtual body is displayed in first-person perspective (1PP) or third-person perspective (3PP). During the vHIE, we recorded the heart rate and subjective questionnaires to confirm the effectiveness of the illusion; before and after vHIE, we measured cortical hemodynamic changes in the participants’ left dorsolateral prefrontal cortex (lDLPFC) using the fNIRS device during the Stroop task to test our main hypothesis. Preliminary, we confirmed that the illusion was effective: during the vHIE in 1PP, subjects’ heart rate increased coherently with the virtual movements, and they reported subjective feelings of ownership and agency. Primarily, subjects were faster in executing the Stroop task after the vHIE in 1PP; also, the lDLPFC activity increased coherently. Clinically, these results might be exploited to train cognition and body simultaneously. Theoretically, we proved that the sense of body ownership and agency can affect other parameters, even in the absence of actual movements.
Therapeutic rapport and empathy are essential parts of the relationship between mental health care professionals and their clients and are considered key elements of good therapeutic outcome. There are various social interaction technologies that have proven to be beneficial to current psychotherapeutic practice. Despite their proven efficacy, the adoption of these technologies among therapists is still relatively low. A prominent reason for this is the perception that mediated communication does not allow for satisfying empathic interactions. However, new technological developments offer opportunities that could help overcome this barrier and possibly even enhance the empathic interaction. The current paper explores these novel technologies in a systematic way by mapping them to the three components of empathy (cognition, affect, behavior). By identifying these opportunities, we hope to encourage a new way of thinking about technology, emphasizing its potential added value to the quality of psychological treatment, and eventually aiming to broaden the array of available treatment possibilities for mental healthcare professionals.
Virtual reality (VR) offers novel ways to develop skills and learning. This technology can be used to enhance the way we educate and train professionals by possibly being more effective, cost-efficient, and reducing training-related risks. However, the potential benefits from virtual training assume that the trained skills can be transferred to the real world. Nevertheless, in the current published scientific literature, there is limited empirical evidence that links VR use to better learning. The present investigation aimed to explore the use of VR as a tool for training procedural skills and compare this modality with traditional instruction methods. To investigate skill development using the two forms of training, participants were randomly divided into two groups. The first group received training through an instructional video, while the second group trained in VR. After the training session, the participants performed the trained task in a real setting, and task performance was measured. Subsequently, the user’s experienced sense of presence and simulator sickness (SS) was measured with self-report questionnaires. There were no significant differences between groups for any of the performance measures. There was no gender effect on performance. Importantly, the results of the present study indicate that a high sense of presence during the VR simulation might contribute to increased skill learning. These findings can be used as a starting point that could be of value when further exploring VR as a tool for skill development.
This article discusses the relevance of Critical Religion to the sociology of religion. Critical Religion argues that the category of “religion” is a Western concept that through colonialism and imperialism has been superimposed over non-Western societies. In contrast, it offers a critical theory of or critical sociology of religion, which evaluates the positive and negatives aspects of what we call religion. The article provides a summary of key proponents of critical religion then uses it to discuss the secularization debate which runs through the classics and the old and new paradigms in the sociology of religion. It discusses the lived religion methodology and problematizes that through its lack of distinction between the religious and the secular, it overemphasizes the role of religion. Finally, the article offers a more scientific and neutral redefinition of the category of religion as a solution to the problems with the category raised by critical religion.
Across many different contexts, individuals consult customer ratings to inform their purchase decisions. The present studies document a novel phenomenon, dubbed “the binary bias,” which plays an important role in how individuals evaluate customer reviews. Our main proposal is that people tend to make a categorical distinction between positive ratings (e.g., 4s and 5s) and negative ratings (e.g., 1s and 2s). However, within those bins, people do not sufficiently distinguish between more extreme values (5s and 1s) and less extreme values (4s and 2s). As a result, people’s subjective representations of distributions are heavily impacted by the extent to which those distributions are imbalanced (having more 4s and 5s vs. more 1s and 2s). Ten studies demonstrate that this effect has important consequences for people’s product evaluations and purchase decisions. Additionally, we show this effect is not driven by the salience of particular bars, unrealistic distributions, certain statistical properties of a distribution, or diminishing subjective utility. Furthermore, we demonstrate this phenomenon’s relevance to other domains besides product reviews, and discuss the implications for existing research on how people integrate conflicting evidence.
Research on school bullying has grown enormously; this has been especially marked since the 1990s, with currently several articles appearing on a daily basis. Thus, one can talk of an international research program, with a very considerable amount of scientific effort going into it. This chapter will demonstrate this rise, comparing bul- lying with a cognate term (aggression) and a relevant disciplinary term (psychology). We then discuss why this exceptional rate of growth has occurred, considering the synergistic interactions between knowledge acquisition (from research), awareness and attitudes, and action.
How has this research program developed? In the second part of the chapter we review previous studies by Zych, Ortega-Ruiz, and Del Rey (2015) and Smith and Berkkun (2017, 2020) on school bullying. They used the Web of Science database to extract details of articles with relevant keywords, and inclusion and exclusion criteria. We report an extension of this procedure to randomly selected samples of journal articles relevant to school bullying over four time periods: 1976–1995, 1996–2005, 2006– 2015, and 2016–2019. We report data on number and country/continent of authors, proportion of cross-country studies, and type of article; and if an empirical article, the type of study (cross-sectional, longitudinal), the type of data (quantitative, qualitative), and whether cyberbullying was included.
We conclude by summarizing what the school bullying research program has primarily focused on, how it has changed over five decades, and what challenges the program faces.
This sweeping introduction to the science of virtual environment technology masterfully integrates research and practical applications culled from a range of disciplines, including psychology, engineering, and computer science. With contributions from the field's foremost researchers and theorists, the book focuses in particular on how virtual technology and interface design can better accommodate human cognitive, motor, and perceptual capabilities. Throughout, it brings the reader up-to-date with the latest design strategies and cutting-edge virtual environments, and points to promising avenues for future development. The book is divided into three parts. The first part introduces the reader to the subject by defining basic terms, identifying key components of the virtual environment, and reviewing the origins and elements of virtual environments. The second part focuses of current technologies used to present visual, auditory, tactile, and kinesthetic information. The book concludes with an in-depth analysis of how environments and human perception are integrated to create effective virtual systems. Comprehensive and splendidly written, Virtual Environments and Advanced Interface Design will be the "bible" on the subject for years to come. Students and researchers in computer science, psychology, and cognitive science will all want to have a copy on their shelves.
Social media is an invaluable source of time-critical information during a crisis. However, emergency response and humanitarian relief organizations that would like to use this information struggle with an avalanche of social media messages that exceeds human capacity to process. Emergency managers, decision makers, and affected communities can make sense of social media through a combination of machine computation and human compassion - expressed by thousands of digital volunteers who publish, process, and summarize potentially life-saving information. This book brings together computational methods from many disciplines: natural language processing, semantic technologies, data mining, machine learning, network analysis, human-computer interaction, and information visualization, focusing on methods that are commonly used for processing social media messages under time-critical constraints, and offering more than 500 references to in-depth information.
Social platforms such as MySpace, Facebook and Twitter have rekindled the initial excitement of cyberspace. Text-based, computer-mediated communication has been enriched with face-to-face communication such as Skype, as users move from desktops to laptops with integrated cameras and related hardware. Age, gender and culture barriers seem to have crumbled and disappeared as the user base widens dramatically. Other than simple statistics relating to e-mail usage, chatrooms and blog subscriptions, we know surprisingly little about the rapid changes taking place. This book assembles leading researchers on nonverbal communication, emotion, cognition and computer science to summarize what we know about the processes relevant to face-to-face communication as it pertains to telecommunication, including video-conferencing. The authors take stock of what has been learned regarding how people communicate, in person or over distance, and set the foundations for solid research helping to understand the issues, implications and possibilities that lie ahead.
Marc-André Kaufhold explores user expectations and design implications for the utilization of new media in crisis management and response. He develops a novel framework for information refinement, which integrates the event, organisational, societal, and technological perspectives of crises. Therefore, he reviews the state of the art on crisis informatics and empirically examines the use, potentials and barriers of both social media and mobile apps. Based on these insights, he designs and evaluates ICT concepts and artifacts with the aim to overcome the issues of information overload and quality in large-scale crises, concluding with practical and theoretical implications for technology adaptation and design.
About the author:
Marc-André Kaufhold is a postdoc at the Chair of Science and Technology for Peace and Security (PEASEC) in the Department of Computer Science at the Technical University of Darmstadt. His research focuses on the user-centred design and evaluation of mobile apps and social media technologies in the context of crisis and security research.
Beginning in the early 1970’s with the invention of the microprocessor, mass use of information technologies worldwide coincided with the appearance of a nodally-linked network of digital interconnectivity, or ‘network society’ (Castells, 1996). The network society’s exponential growth correlates with a rise in use of digital networking media by various sects and denominations of the Christian religion. Today, growing numbers of Christian organizations integrate digital media into both their approach to worship and the dissemination of the Holy Scriptures. This paper argues that the use of digital media by these organizations is indicative of the creation of a “religious network society†exhibiting identical structural paradigms to Castells’ (1996) network society. By virtue of the media deployed within it, the ‘religious network society’ fosters a mass culture of digital participation characterized by a rapid fragmentation of religious messaging and an over-sharing of personal religious beliefs. However, the religious network society also erodes Christianity’s hierarchical structures of authority (Turner, 2007). It is argued that these structures are being replaced with a banal form of religion emphasizing spirituality and individual self-expression at the expense of tradition (Campbell, 2012; Hjarvard, 2013). Moreover, purpose alterations to Christianity’s authority structures and approach to worship are indicative of a much larger shift in the religion, in which rising digital media use may in fact imply a decline in Christianity’s societal influence.
Cyberbullying perpetration and victimization have emerged as an important topic of study. With the goal of reducing cybervictimization, scientists have made great strides in uncovering the theoretical postulates germane to the prediction of cyberbullying perpetration. Indeed, intervention work can be enhanced to better reduce cyberbullying perpetration—and subsequent cybervictimization—if theory can guide such intervention efforts. In the current chapter we discuss the importance of theory in predicting cyberbullying before outlining several social psychological, sociological, and communication-based theories that have been applied to intervention curricula to reduce cyberbullying. Here, we delve into the theory, curriculum, and validation of myriad cyberbullying interventions. Our aim is to demonstrate how quality interventions can be derived from theory to reduce cyberbullying perpetration with an overarching goal of promoting theory.
Roger Schank's influential book, Dynamic Memory, described how computers could learn based upon what was known about how people learn. Since that book's publication in 1982, Dr Schank has turned his focus from artificial intelligence to human intelligence. Dynamic Memory Revisited contains the theory of learning presented in the original book, extending it to provide principles for teaching and learning. It includes Dr Schank's important theory of case-based reasoning and assesses the role of stories in human memory. In addition, it covers his ideas on non-conscious learning, indexing, and the cognitive structures that underlie learning by doing. Dynamic Memory Revisited is crucial reading for all who are concerned with education and school reform. It draws attention to how effective learning takes place and provides instruction for developing software that truly helps students learn.
Online resources are vital to the health information practices of LGBTQ+ youth, especially when finding information related to sex education topics. As LGBTQ+ youth use the internet, particularly Google Search, to meet their sex and sexual health information needs, it is important to understand both the information practices related to this unique search experience and how the affordances of this particular search engine impact the information seeking process. The goal of this project is to study the online information practices of LGBTQ+ youth when searching for sex education information, specifically perceptions of and interactions with search engines. Using semi‐structured interviews, we ask LGBTQ+ youth to discuss their information practices related to sex education information and use Google Search to answer sample questions related to sex and sexual health. In this work in progress poster, we discuss our theoretical framing, methods, and preliminary results.
Cyberbullying has become one of the most pressing online risks for young people, due in part to the rapid increase in social media use, and has raised serious concerns in society. Existing studies have examined various approaches to cyberbullying detection focusing on a single piece of text, whereas relatively little is known about cyberbullying detection within a
social media session
. A social media session typically consists of an initial post, images/videos, a sequence of comments that involves user interactions, user information, spatial location, and other social content. By investigating cyberbullying at the level of social media sessions, researchers can draw on data that are more complex, diverse, and crucial for understanding two defining characteristics of cyberbullying, in particular:
repetitive acts
and
power imbalance
. This article thus highlights the importance of studying session-based cyberbullying detection, identifies core challenges, and serves as a resource to help direct future research efforts.
This article examines how product and consumer characteristics moderate the influence of online consumer reviews on product sales using data from the video game industry. The findings indicate that online reviews are more influential for less popular games and games whose players have greater Internet experience. The article shows differential impact of consumer reviews across products in the same product category and suggests that firms’ online marketing strategies should be contingent on product and consumer characteristics. The authors discuss the implications of these results in light of the increased share of niche products in recent years.
Many consumers base their purchase decisions on online consumer reviews. An overlooked feature of these texts is their narrativity: the extent to which they tell a story. The authors construct a new theory of narrativity to link the narrative content and discourse of consumer reviews to consumer behavior. They also develop from scratch a computerized technique that reliably determines the degree of narrativity of 190,461 verbatim, online consumer reviews and validate the automated text analysis with two controlled experiments. More transporting (i.e., engaging) and persuasive reviews have better-developed characters and events as well as more emotionally changing genres and dramatic event orders. This interdisciplinary, multimethod research should help future researchers (1) predict how narrativity affects consumers’ narrative transportation and persuasion, (2) measure the narrativity of large digital corpora of textual data, and (3) understand how this important linguistic feature varies along a continuum.
Unexpected ways that individuals adapt technology to reclaim what matters to them, from working through conflict with smart lights to celebrating gender transition with selfies.
We have been warned about the psychological perils of technology: distraction, difficulty empathizing, and loss of the ability (or desire) to carry on a conversation. But our devices and data are woven into our lives. We can't simply reject them. Instead, Margaret Morris argues, we need to adapt technology creatively to our needs and values. In Left to Our Own Devices, Morris offers examples of individuals applying technologies in unexpected ways—uses that go beyond those intended by developers and designers. Morris examines these kinds of personalized life hacks, chronicling the ways that people have adapted technology to strengthen social connection, enhance well-being, and affirm identity.
Morris, a clinical psychologist and app creator, shows how people really use technology, drawing on interviews she has conducted as well as computer science and psychology research. She describes how a couple used smart lights to work through conflict; how a woman persuaded herself to eat healthier foods when her photographs of salads garnered “likes” on social media; how a trans woman celebrated her transition with selfies; and how, through augmented reality, a woman changed the way she saw her cancer and herself. These and the many other “off-label” adaptations described by Morris cast technology not just as a temptation that we struggle to resist but as a potential ally as we try to take care of ourselves and others. The stories Morris tells invite us to be more intentional and creative when left to our own devices.
An increasingly prevalent form of social influence occurs online where consumers read reviews written by other consumers. Do people rely on consumer reviews differently when making experiential purchases (events to live through) versus when making material purchases (objects to keep)? Though people often use consumer reviews both when making experiential and material purchases, an analysis of more than six million reviews on Amazon.com and four laboratory experiments reveal that people are less likely to rely on consumer reviews for experiential purchases than for material purchases. This effect is driven by beliefs that reviews are less reflective of the purchase’s objective quality for experiences than for material goods. These findings not only indicate how different types of purchases are influenced by word of mouth, but also illuminate the psychological processes underlying shoppers’ reliance on consumer reviews. Furthermore, as one of the first investigations into how people choose among various experiential and material purchase options, these findings suggest that people are less receptive to being told what to do than what to have.
This article uses actual word-of-mouth (WOM) information to examine the dynamic patterns of WOM and how it helps explain box office revenue. The WOM data were collected from the Yahoo Movies Web site. The results show that WOM activities are the most active during a movie's prerelease and opening week and that movie audiences tend to hold relatively high expectations before release but become more critical in the opening week. More important, WOM information offers significant explanatory power for both aggregate and weekly box office revenue, especially in the early weeks after a movie opens. However, most of this explanatory power comes from the volume of WOM and not from its valence, as measured by the percentages of positive and negative messages.
Objectives:
Fear of being judged and stigmatized has been reported as barriers for adolescents to timely use healthcare services. The objective of this study was to examine the prevalence and factors associated with online health information seeking instead of seeing a physician among high school students.
Methods:
A cross-sectional questionnaire-based study was carried out in four out of 21 public high schools in Belgrade, from December 2016 to January 2017 (n = 702, 41.9% males, 15-19 years old). The association of socio-demographic characteristics, digital literacy, interest in health topics and the use of online platforms with health information seeking was analysed using multinomial regression models.
Results:
More than half of high school students (56.6%) search for online health information instead of seeking a physician. Being male, having lower-grade point average, attending humanities-languages program, older age at first Internet use, better e-health literacy, use of smartphones, interest in sexually transmitted diseases and mental health, use of websites run by physicians and Youtube was associated with online health information seeking instead of in-person visit to a physician.
Conclusions:
Setting up safe and supportive online platform could help adolescents improve health education. Physicians who see adolescent patients should encourage discussions about sensitive health topics.
Cyberbullying victimization is an international phenomenon and is increasing globally at a high rate. However, studies have shown inconsistent findings for the definition, measurement, and prevalence of cyberbullying victimization. To provide an overview of the existing scales and to suggest ways to standardize the cyberbullying measurement, this study analyzed sixty-four international studies on cyberbullying measurements using the following categories: general characteristics, definition of cyberbullying, study sample characteristics, sample size, type of device or social media, time frame, survey type, item-pooling method, subscales, reliability, and validity. Regarding the definition of cyberbullying, 46 of the 64 studies explained the concept of “cyberbullying.” Furthermore, only 15 studies followed the recommended guidelines, either fully or partially, when developing their scale. Although most of the cyberbullying instruments revealed moderate to high reliability, only half of the studies assessed the validity of the cyberbullying measurements, with a high portion of them testing the construct validity. Our findings address the need for a consistent and standardized definition of cyberbullying to use worldwide, which may be the most important factor in measuring cyberbullying behaviors.
This study investigates catfishing and online impersonation. Catfishing is a relatively new social phenomenon that happens online. The term, catfishing is still foreign to many online users. It is still unclear to many people what constitutes catfishing and how it is the same or different from online impersonation or phishing. In this paper, we discuss catfishing and how it relates to other online threats like online impersonation and phishing. To see how catfishing affects online users, we interviewed sixteen college students who use social media and online dating platforms at a Historically Black College and University. Among the sixteen participants, nine said they were catfish victims, and four said they were online impersonation victims. Three participants said they had catfished other people online. In this paper, we share the stories of catfish and catfish victims. Our findings show that catfishing has affected our participants’ social media use and prevented some of them from trying online dating services.