Inter-cultural differences in response to a computer-based anti-bullying intervention

Background and purpose: Many holistic anti-bullying interventions have been attempted, with mixed success, while little work has been done to promote a 'self-help' approach to victimisation. The rise of the ICT curriculum and computer support in schools now allows for approaches that benefit from technology to be implemented. This study evaluates the cross-cultural effects of a computer-based anti-bullying intervention on primary school-aged children's knowledge about bullying and relevant coping strategies. Programme description: FearNot! is an interactive computer-based virtual learning environment designed for use as an anti-bullying intervention. It includes interactive virtual agents who assume the most common participant roles found in episodes of bullying. FearNot! was used by children over three consecutive weeks to allow its effectiveness to be evaluated in a longitudinal in situ programme. Sample: Two comparable samples were drawn from the UK and Germany. In the UK, 651 participants (aged 8-11) were recruited from primary schools in Hertfordshire, Coventry and Warwickshire, whereas the 535 German participants (aged 7-10) were sourced from Grundschulen in the Bayern and Hessen regions. Because of lack of parental consent, late joiners and absences/missing responses, data from 908 participants (UK 493; Germany 415) were analysed. Design and methods: A quasi-experimental, pre/post-tests control group design employed pre-published and bespoke questionnaires to collect data. Descriptive and inferential analyses were conducted. Results: UK students possessed higher coping strategy knowledge scores than German participants, but German children's scores improved over time and as a result of the FearNot! intervention. Conclusions: Overall, while not effective at increasing children's coping strategy knowledge in this study, the FearNot! intervention could prove a useful classroom tool to approach the issue of bullying as part of a wider initiative. Cultural differences at baseline and reactions to the intervention are discussed

The Investigation of Helping Behavior in the Virtual World

In the recent wake of media reports of peer victimization and its deleterious effects, this study sought to create a personality profile of the individual who is able to resist social, personal and group pressures in order to help a victim of bullying behavior. This research is based on findings from a study by Dr. Elizabeth Midlarsky on rescuers and bystanders during the Holocaust (Midlarsky, Fagin-Jones and Nemeroff, 2006). The present study examined the differences in personality variables of individuals who were either rescuers or bystanders in a peer bullying situation that occurred in the virtual medium of Second Life. Additionally, due to the novel nature of this experimental medium, this study also examined the utility of Second Life as a mechanism for creating realistic psychological experiences. Independent variables included the following personality variables: locus of control, social responsibility, altruism, morality, autonomy, tolerance, risk taking, and empathy, and the participant's experience in the virtual medium was assessed by: realism of the scenario, realism of the world and immersion. The dependent variable was whether or not the participant intervened in the animated scenario by helping the victim. This study featured a unique experimental design that utilized a virtual experimental space to examine a psychological question. After completing pre-test test measures of personality factors, participants were given a cover story that asked them to explore a virtual university campus. Immediately following the participant's response, post-test questions assessed knowledge of the bystander effect, peer victimization experiences, and the experience of the participant in the virtual world. Debriefing sessions also ascertained personal reactions of each participant. Findings indicated that people reporting more immersion in the Second Life scenarios were more likely to intervene on behalf of the bullied person. In accordance with Midlarsky, Fagin-Jones and Nemeroff (2006), the rescuers in this study exhibited higher levels of empathy when compared to bystanders. However, no significant differences were found for other personality correlates of altruism. Instead, relationships were found among participants who intervened in the animated scenario and those who reported finding the virtual scenario a realistic representation of a peer victimization incident. Several important differences between the Midlarsky, Fagin-Jones and Nemeroff (2006) studies and this study account for the differential results. Most notable is that this study is a one-time reaction to an event in a virtual world which presented only a possible emotional risk to the rescuers and victims. On the other hand, Holocaust rescuers typically risked their lives continually, over an extended time period. While the personality profiles of the bystanders and rescuers in a realistic, traumatizing incident was not ascertained, the significant effect of empathy accords with the existing body of altruism research

The Representation of Adolescence in Media: Puberty, Gender and Sexuality through Big Mouth

[Abstract] This study focuses on the modern media representation of gender, sexuality, and adolescence development. These complex issues are commonly failed to be contemplated, understood or even disclose in contemporary educational, institutional and social realms. Additionally, the role of cinematic and media portrayals as representative of current sociocultural events have touched these intricate topics; however, these productions offered a rather simplistic, unauthentic and brief portrayal of gender and sexuality, barely discussing teenage development nor puberty. For this reason, this dissertation will concentrate on the representation of said issues through the American adult animated coming-of-age sitcom Big Mouth (2017-); mainly due to its recent popularity, contemporary ‘quality’ style and good approach to the topics previously mentioned. The central aim is to analyse the information compiled in articles, journals and published books surrounding the topics about genre and sexuality with the series’ approach and consequent representation of societal standpoints while presenting, as well as normalizing, the taboo issues of teenagers in an original manner. Furthermore, findings will provide evidence on how contemporary academic knowledge taken from recent studies about the concepts of gender, sexuality and teenage development can be relocated in a simpler media outlet to portray the issues of the youth, to educate all levels of society and raise awareness about its causes, implications and problems.Traballo fin de grao (UDC.FIL). Inglés: estudios lingüísticos y literarios. Curso 2022/202

Cultivating Transmedia Storytelling: Real World Perceptions Derived From Popular Media

With continued interest in media convergence, transmedia storytelling is as prevalent to communication studies as ever. However, research into the effects of transmedia storytelling remains scarce. Looking at the difference between heavy and light viewers, cultivation theory purports that those who more frequently view violent programming on television are more likely to think the world is a violent place. As of writing, such effects have not yet been extended to transmedia storytelling. This dissertation fills in those gaps in research by examining the cultivation effects of transmedia storytelling usage on participants. First, the main themes or messages of content within the Harry Potter Universe (HPU) and Doctor Who Universe (DWU) were measured. Once the primary variables were identified, a questionnaire was developed addressing six of them. Participants were asked questions relating to media usage, transmedia storytelling usage (particular to the DWU and HPU) and cultivation variables consisting of Machiavellianism, Social Responsibility, Bullying, Ethnocentrism, Classism, and Heroic Violence. Independent sample t-tests were calculated to assess whether or not there was a significant difference between heavy and light transmedia storytelling users as well as between heavy and light media users for cultivation variable measures. A regression analysis with bootstrapping was calculated to measure the mediating effects of Familiarity and Identification with the DWU/HPU on these groups. Results indicate that transmedia storytelling usage has a significant impact on how people view the real world. Specifics are discussed within