Sport and physical education as prevention against technological addictions

There is no question that technologies have revolutionized the way with which our world operates and consequently the individuals' life styles. On the other hand, nowadays, technological addiction is an educational problem underestimated yet given its pervasiveness and diffusion among teenagers. Learning and cognition processes are influenced by the environmental experience, as technology has created a new environmental space to experience among digital natives. The purpose of this article is to examine some positive and negative effects of technology on teenagers' life styles. From a methodological point of view, a systematic review of the existing literature will be provided following the PRISMA guidelines both on technological addictions, examining the negative effects on adolescent mental health, and on educational strategies, on the other hand, aimed at promoting positive effects through analysis of the relationships between technology and learning processes. By comparing empirical studies and international experiences, it can be suggested that education plays a key role in preventing behavioural addictions and promoting physical and mental well-being, given that technology could represent a precursor of positive and stable attitudes towards healthy habits and learning processes

Interactive system based on Internet technology for psychometric diagnostics

U radu se razmatra model sistema baziranog na Internet tehnologijama za psihometrijsku dijagnostiku. Sistem je baziran na kombinaciji sistema za upravljanje sadržajem (Content Management Systems, CMS) i sistema za podršku grupnom radu (Computer Supported Cooperative Work, CSCW), omogućava dijagnostiku kognitivnih sposobnosti putem multimedijalnih testova, kontrolu nad tokom testiranja, skladištenje i analizu podataka o korisnicima i rezultata testova, kao i platformu za kolaborativni naučno istraživački rad.In this thesis is analyzed model of system based on Internet technologies for psychometrics diagnostics. System is based on combinations Content Management Systems, (CMS) and Computer Supported Cooperative Work, (CSCW). System enables: diagnostics cognitive capabilities using multimedial tests, control on process of diagnostics, recording data in databases, data analysis. System represent environment for collaborative scientific work

COVID-19 Booster Vaccine Acceptance in Ethnic Minority Individuals in the United Kingdom: a mixed-methods study using Protection Motivation Theory

Background: Uptake of the COVID-19 booster vaccine among ethnic minority individuals has been lower than in the general population. However, there is little research examining the psychosocial factors that contribute to COVID-19 booster vaccine hesitancy in this population.Aim: Our study aimed to determine which factors predicted COVID-19 vaccination intention in minority ethnic individuals in Middlesbrough, using Protection Motivation Theory (PMT) and COVID-19 conspiracy beliefs, in addition to demographic variables.Method: We used a mixed-methods approach. Quantitative data were collected using an online survey. Qualitative data were collected using semi-structured interviews. 64 minority ethnic individuals (33 females, 31 males; mage = 31.06, SD = 8.36) completed the survey assessing PMT constructs, COVID-19conspiracy beliefs and demographic factors. 42.2% had received the booster vaccine, 57.6% had not. 16 survey respondents were interviewed online to gain further insight into factors affecting booster vaccineacceptance.Results: Multiple regression analysis showed that perceived susceptibility to COVID-19 was a significant predictor of booster vaccination intention, with higher perceived susceptibility being associated with higher intention to get the booster. Additionally, COVID-19 conspiracy beliefs significantly predictedintention to get the booster vaccine, with higher conspiracy beliefs being associated with lower intention to get the booster dose. Thematic analysis of the interview data showed that barriers to COVID-19 booster vaccination included time constraints and a perceived lack of practical support in the event ofexperiencing side effects. Furthermore, there was a lack of confidence in the vaccine, with individuals seeing it as lacking sufficient research. Participants also spoke of medical mistrust due to historical events involving medical experimentation on minority ethnic individuals.Conclusion: PMT and conspiracy beliefs predict COVID-19 booster vaccination in minority ethnic individuals. To help increase vaccine uptake, community leaders need to be involved in addressing people’s concerns, misassumptions, and lack of confidence in COVID-19 vaccination

Academic underachievement and mental disorders in adolescence: Assessment and treatment

Academic underachievement affects many adolescents and is defined as a notable discrepancy between actual and expected achievement, given the student's cognitive ability level. A significant percentage of adolescents suffer from both academic underachievement and mental disorders, putting them at risk for negative psychosocial development. However, there are few treatments available focussing on these adolescents. The present doctoral thesis evaluated the efficacy of the treatment program "SELBST – achievement problems" in a randomised controlled trial (RCT). Furthermore, the added benefit of a specifically designed smartphone app to improve therapy transfer was investigated. Methods: The psychometric properties of the primary outcome, the Academic Problems Checklist, were analysed. A clinically referred sample of n = 60 adolescents aged 11-18 years was randomised into either the experimental group, receiving weekly cognitive behavioural therapy based on the "SELBST – achievement problems" treatment manual including a therapy smartphone app or into the control group, receiving treatment as usual. Results: The revised version of the Academic Problems Checklist consists of a 17-item, semi�structured clinical interview for adolescents, parents, and teachers. The analysis of the psychometric properties of the APC showed it is a short, reliable, and valid instrument for assessing academic underachievement of adolescents with mental disorders using a multi�informant approach. The RCT showed for both groups clinically relevant improvements on the primary outcome of academic underachievement. For the teacher-rated academic underachievement, a statistical superiority of the treatment group compared to the control group was found during the follow-up phase. The treatment group showed significant improvements regarding their grade point average compared to the control group. Statistical superiority of the treatment group was found for the individual problemlist measuring individual academic underachievement problems with large effects in the adolescent and parent rating. Mental health problems improved in both groups, however, there was no statistical superiority of either group. These effects remained largely stable during the follow-up period. The smartphone app was well accepted by the adolescents, however, it showed no statistically significant additional benefit compared to the standard SELBST-treatment. Conclusion: In summary, improvements were found for academic underachievement and mental problems. The treatment satisfaction was high, but the smartphone app provided no significant additional benefit. The study's limitations included the small sample size, the substantial dropout rate in the experimental group, and the technical challenges encountered implementing a smartphone ap

Applied Games for smart phenotypic data acquisition - challenges of a web platform with digital gamified testing instruments for online-based large scale phenotyping

Since more than five decades, the replication crisis taints the field of psychological science. Small sample sizes and low statistical power are the identified issues, resulting in a staggering amount of results from studies that can not be replicated. Combating this crisis requires new and scalable approaches that enable innovative testing instruments. Gamification and Applied Games offer those crucial and innovative new ways to assess cognition in an online setting. On the basis of two original research objects, this thesis highlights the challenges, obstacles and benefits from utilizing gamification and applied games for large-scale phenotypic measurements on the basis of an online platform called COSMOS. First, we applied this concept in the form of our established platform COSMOS which we presented in a published paper. In this paper, we purposed a digital psychometric toolkit in the guise of applied games that enables automatized psychometric data collection while measuring a broad range of cognitive functions. Second, we conducted a pilot study that assessed the feasibility and acceptance of a gamified test of the N-back task called HoNk-Back. We showed that participants like the HoNk-Back more than the non-gamified N-back and are more likely to replay the HoNk-Back again. Both the paper and the pilot study point out the benefits of using gamification and applied games for large-scale neurocognitive phenotype cohort screenings for genetic and imaging studies. The challenges and hurdles for future studies regarding data protection, data security and ethics in the online acquisition of personal data are identified and discussed

Personality, presence, and the virtual self: A five-factor model approach to behavioral analysis within a virtual environment

For several decades, researchers have explored the existence of the virtual self, or digital embodiment of self found within an avatar. It was surmised that this new component of one’s overall identity not only existed in conjunction with the public and private persona, but was replete with the necessary physical and psychological characteristics that facilitate a broad range of cognitive, cultural, and socio-emotional outcomes found within a virtual environment (e.g., Second Life, World of Warcraft). However, little is known with regard to whether these characteristics do indeed impact behavioral outcomes. For this reason, this study employed an observational assessment method to explore the virtual self as more than a set of characteristics attributed to an avatar, but rather as a relationship between personality (i.e., individual and avatar) and actualized behavior exhibited within a virtual environment. Further, presence measures were introduced to better understand whether feelings of immersion impact this relationship. Results indicated a burgeoning virtual self, linking personality with behavior along the domain of agreeableness. In other words, behavior is not solely the product of the environment but also is influenced by participant predispositions. Findings also suggest that the construct presence may now need to incorporate variables that account for this virtual self. Implications for educators, instructional designers, and psychologists are discussed