God and the Machine: A Correlational Study on Mobile Phone Dependence, Religious Coping, and Mental Health

Research on the various effects of mobile phones did not begin to be published until after they had already been integrated into society. To date, the results of various studies looking into the relationship between mobile phone use and mental health demonstrate that phones, if used in problematic ways, have negative effects on mental health. Even so, there are no studies looking into problematic mobile phone use and how it correlates with spirituality and positive religious coping as well as mental health. Due to this gap in the research, this anonymous online study was designed to look into correlations between problematic cell phone use, positive religious coping, and mental health. The Adapted Cell Phone Addiction Test (ACPAT) was used to assess problematic cell phone use, the Religious Coping Activities Scales (RCOPE) were used to assess positive religious coping, and the Depression Anxiety Stress Scales (DASS-42) were used to assess mental health

The Effect of Gender, Ethnicity, and Income on College Students\u27 Use of Communication Technologies

Because campus officials are relying on personal communication technologies to communicate with students, a question arises about access and usage. Although communication technologies are popular among college students, some evidence suggests that differences exist in ownership and use. We examined patterns of student ownership and use of cell phones and use of instant messaging, focusing on three predictors of digital inequality: gender, ethnicity, and income. Logistic and hierarchical linear regression analyses were used to analyze results from 4,491 students. The odds that female and white students owned cell phones were more than twice as high as for men and African-American students. Students in the $100,000–$149,000 per year income bracket were more than three times as likely to own a cell phone than those from the median bracket. However, being female, African-American, and/or from the highest income brackets was positively predictive of the number of text messages sent and the amount of time spent talking on a cell phone per week. We found no differences between students on the use of instant messaging. Implications of these results, as well as areas for further research, are provided

How important are household demographic characteristics to explain private car use patterns? A multilevel approach to Austrian data

Private car use is one of the major contributors to pollution in industrialised countries. It is therefore important to understand the factors that determine the demand for car use. In explaining the variability in car use, it is important to take into account household demographic characteristics and local and regional differences in infrastructure, in addition to the economic variables commonly used in the prevailing literature on the topic. The appropriate tool to explain car ownership and car use is, therefore, a multilevel statistical approach. An Austrian household survey from 1997 finds that household characteristics such as age, gender, education and employment of the household head, household size and housing quality can effect the variability of car ownership and car use. The same survey also gives a clear indication of regional heterogeneity. This heterogeneity persists when we controlled for the variability of regional economic welfare and infrastructure as indicated by population density.

Exploring the Mobile Phone Digital Divide among Individuals Experiencing Mental Illness: A Secondary Analysis

ABSTRACT Aim: To test van Dijk’s (2005) Framework for Understanding the Digital Divide. This framework examines social inequalities that influence the phenomenon of the digital divide and the implications it has upon social participation for individuals with mental illness. Background: Mental illness is the second leading cause of disability and premature death, and constitutes more than 15% of the burden of disease in Canada (Centre for Addiction and Mental Health, 2012). Mobile phones may be useful in promoting health and social wellness among this population. It is unclear whether these individuals face disparities in the access to and use of mobile phone technology and how this may affect social participation. Methods: This study was a secondary analysis on data from the Mental Health Engagement Network (MHEN) (Forchuk et al., 2013). The MHEN evaluated the efficacy of using an electronic personal health record to promote the health of individuals with mental illness. A cross-sectional analysis of baseline data from individuals living with mental illness in London, Ontario and the surrounding area (N=403) was done. Relationships between sociodemographic variables and mobile phone ownership were explored using logistic regression. The concept of social participation was explored using independent T-tests to compare community integration, health, and quality of life between those with and without mobile phones. Results: Only 43% of participants reported owning a mobile phone. Age, income, comfort with technology, and psychiatric diagnosis were found to be significant predictors of mobile phone ownership, and explained 20% of the variance. Participants who owned a mobile phone reported significantly better community integration scores than those without. No difference between general health and quality of life was found. Conclusion: Sociodemographic inequalities may influence whether or not individuals with mental illness own a mobile phone. Owning a mobile phone may also affect an individual’s ability to participate in society. Practicing nurses, researchers, and policy makers should take efforts to bridge this digital divide. Further research is needed to support this study’s findings and strengthen this framework

The Effect of Gender, Ethnicity, and Income on College Students\u27 Use of Communication Technologies

Because campus officials are relying on personal communication technologies to communicate with students, a question arises about access and usage. Although communication technologies are popular among college students, some evidence suggests that differences exist in ownership and use. We examined patterns of student ownership and use of cell phones and use of instant messaging, focusing on three predictors of digital inequality: gender, ethnicity, and income. Logistic and hierarchical linear regression analyses were used to analyze results from 4,491 students. The odds that female and white students owned cell phones were more than twice as high as for men and African-American students. Students in the $100,000–$149,000 per year income bracket were more than three times as likely to own a cell phone than those from the median bracket. However, being female, African-American, and/or from the highest income brackets was positively predictive of the number of text messages sent and the amount of time spent talking on a cell phone per week. We found no differences between students on the use of instant messaging. Implications of these results, as well as areas for further research, are provided

Engaging the Digitally Engaged Student: Comparing Technology-Mediated Communication Use and Effects on Student Learning

The role of communication technologies in the learning process is both a dynamic and complex issue. Yet, we know surprisingly little about how the use of specific communication technologies may influence classroom performance, key learning outcomes, and other measures of course satisfaction. The research reported here attempts to add to our knowledge about the role of communication in the technology enhanced classroom (TEC) education and in technology-enhanced online (TEO) education through a direct comparison of two courses. Our findings indicate additional support for “The No Significant Difference Phenomenon.” Furthermore, we found that prior experiences lead students to gravitate towards their preferred learning environments, and that basic website elements are required in any learning environment to enhance student outcomes. Finally, we found that when used appropriately, the benefits of communication technology use in education outweigh many of the drawbacks

Politicians’ perspectives on voice and accountability: evidence from a survey of South African local councillors

A growing body of research exists on democratic accountability. Much of this research focuses on citizen strategies for expressing their views, and on efforts to hold politicians and government service providers accountable. Despite this research, we in fact know little about how politicians in young democracies view these aspects of democratic governance. Given that accountability can be understood as a feedback ‘loop’ between citizens and elected representatives, it is necessary to gain a better understanding of the norms and values of politicians themselves, the pressures they face and the ways that they communicate with their constituents. This paper details findings from an original survey of approximately 1,000 South African councillors in 2016 and 2017 to explore what representation and accountability looks like from their perspective. How do they understand the various links in the accountability chain, including citizen input and deliberation, norms of good government and pressures from political parties, friends and family? The quality of democratic accountability, and the success of interventions to improve citizen representation, may depend on the norms and beliefs held by elected representatives. Findings state that even in a political context defined by strong parties, the descriptive representation of South African politicians has important substantive implications. Individual-level characteristics such as the race, gender, wealth and age of councillors meaningfully predict attitudes and perceptions on a range of important questions about voice and accountability.DFIDUSAIDSidaOmidyar Networ

Feasibility and preliminary efficacy of remotely delivering cognitive training to people with schizophrenia using tablets.

Limited access to Cognitive Training (CT) for people with schizophrenia (SZ) prevents widespread adoption of this intervention. Delivering CT remotely via tablets may increase accessibility, improve scheduling flexibility, and diminish patient burden.In this reanalysis of data from a larger trial of CT, we compared two samples of individuals with SZ who chose to complete 40 h of CT either on desktop computers in the laboratory (N = 33) or remotely via iPads (N = 41). We examined attrition rates and adherence to training, and investigated whether remote iPad-based CT and in-person desktop-based CT induced significantly different improvements in cognitive and real-world functioning.The attrition rate was 36.6%. On average, participants completed 3.06 h of CT per week. There were no significant between-group differences in attrition and adherence to CT requirements. Participants who completed iPad-based CT were significantly younger and had lower symptoms at baseline compared to participants who completed CT on the lab desktops. Controlling for age and symptom severity, rANCOVA showed that iPad-based and desktop-based CT similarly and significantly improved verbal learning and problem solving. Main effects of time, at trend level significance, were evident in global cognition, verbal memory, quality of life, and social functioning. All group by time interactions were non-significant except for verbal memory, where iPad users showed greater gains. Within-group effect sizes for changes in outcomes were in the small range.Although underpowered and not randomized, this study demonstrates that delivering CT remotely to people with SZ using tablets is feasible and results in retention rates, adherence, and cognitive and functional outcome improvements that are comparable to those observed when CT is delivered in the laboratory. This has important implications in terms of scalability and dissemination of CT. These results require confirmation in larger samples