Cyberbullying: Effect on work place production

Cyber bullying affects many adolescents and teens on a daily basis; it is a form of violence that can do lasting harm to people at different ages and social status in a society. Cyber bullying is real experience that has been in existence for a quite a long time; Bullying statistics show that cyber bullying is a serious problem among teens and gaining roots among adults. By being more aware of cyber bullying, teens and adults can help to fight it. Cyber bullying involves using technology, like cell phones and the Internet, to bully or harass another person. The introduction of social media and other communication systems has seen several people being bullied online by those who are already proficient on the platforms. The reasons behind cyber bullying might or might not be mala-fide but its existence isn’t in the best interest. It has been looked at mainly from the teens’ effect both in physical and psychological perception not realizing that adults are also equally affected. The impact on adults comes in different forms and has serious impact on the families and work places. The impact at work places affects productivity due to psychological trauma, legal involvement, shame/embarrassment whenever it goes public. Some people have gone to point of resigning from jobs, others have buried themselves into work for fear of victimization, others have committed suicide - At whatever level of status in society there is a great repercussion that is if situation is not put under control the victim can easily go down to a total down trend. Cyber bullying has fatal consequences and existing laws about it are woefully lacking despite some legal measures having been put in place but it gets tricky especially if the cyber bully is anonymous. There are cybercrime cells that help in preventing cyber bullying or minimize the happenings to set up a good working environment that may increase individual productivity and increase organisations profit

Social Media Usage Among Post-graduate Students of Kashmir university and relationships between social media use and factors relating to depression

COVID-19 and the resulting stay-at-home orders have changed just about everything, including our relationship with the internet, how often we use it and how we use it. For instance, in India 87 % people reported increase in its usage with 75 % spending increasing amount of time on Facebook, Twitter and WhatsApp (Business Today, March 30, 2020 ). This study examined the use of social media PG Students of Kashmir university . The main objectives of the study are to find out the reasons why PG Students use social media, to identify students’ perception of social media, and to find out the frequency of social media usage. The study used a questionnaire in order to discover the use of SNS. An online survey was distributed using Google Forms via different social media platforms and official emails. Total response collected for the study was 1255

My feed does not define me: the role of social networking site usage in adolescent self-concept

Introduction: Adolescence is a critical period of self-concept development. However, with the prevalence of social networking site use amongst this age group, this development is now occurring in a completely different context when compared to previous generations. Aims: This study aimed to investigate 1) the intensity of adolescent social networking site use, 2) discrepancies between adolescent and parent estimations of their social networking site intensity and their actual social networking site usage, 3) the relationship between social networking site usage and adolescent self-concept and 4) whether this relationship is mediated by adolescents’ social comparison tendencies. Methods: A cross-sectional sample of adolescents (N = 86, Mage = 16.8) and their parents completed a web-based questionnaire composed of reliable and validated measures including the Social Networking Intensity Scale and the Self-Perception Profile for Adolescents. Participants also recorded their social networking site usage for one week using a recording application installed on their device. Results: Data analyses included descriptive statistics, a Hierarchical Multiple Regression and a One-Way Analysis of Variance. Results showed that participants spent an average of 1 hour and 35 minutes on social networking sites per day. The most popular sites amongst participants were Instagram, Snapchat and WhatsApp and the most common uses included talking with friends and family, finding entertaining content and feeling involved with what is going on with others. A significant difference was found between self and parent-reported social networking site usage and actual social networking site usage. Time spent on social networking sites or social networking site intensity did not predict adolescents’ general self-concept. Discussion: The results of this study did not provide evidence as to an association between social networking site intensity and adolescent self-concept. Results, implications and limitations are discussed in relation to previous literature and theory, educational psychology practice and policy.N

The Impacts of Advancements in Digital Technologies on Students’ Self-Regulated Learning

This study examined student digital technology usage and student self-regulated learning in 2012 and 2020. Digital technologies have become a staple in both our learning environment, as well as our personal environment. In order to promote and enhance student self-regulated learning, two domains were examined in this study: the student’s personal environment and the educational provider’s learning environment. This holistic examination led to the development a Dual Model of Self-Regulated Learning for supporting student learning

Internet and Smartphone Use-Related Addiction Health Problems: Treatment, Education and Research

This Special Issue presents some of the main emerging research on technological topics of health and education approaches to Internet use-related problems, before and during the beginning of coronavirus disease 2019 (COVID-19). The objective is to provide an overview to facilitate a comprehensive and practical approach to these new trends to promote research, interventions, education, and prevention. It contains 40 papers, four reviews and thirty-five empirical papers and an editorial introducing everything in a rapid review format. Overall, the empirical ones are of a relational type, associating specific behavioral addictive problems with individual factors, and a few with contextual factors, generally in adult populations. Many have adapted scales to measure these problems, and a few cover experiments and mixed methods studies. The reviews tend to be about the concepts and measures of these problems, intervention options, and prevention. In summary, it seems that these are a global culture trend impacting health and educational domains. Internet use-related addiction problems have emerged in almost all societies, and strategies to cope with them are under development to offer solutions to these contemporary challenges, especially during the pandemic situation that has highlighted the global health problems that we have, and how to holistically tackle them

A Web of Distortion: How Internet Use is Related to Cognitive Distortion, Personality Traits, and Relationship Dissatisfaction

Internet use is a growing trend among every segment of the population. There are many positive aspects of internet use, such as increased information sharing, communication, business opportunities, and education. However, excessive internet usage has been shown to have a number of deleterious effects on individuals, families, and relationships. Pathological internet use is a growing concern that can have numerous negative outcomes. This study has demonstrated the fact that specific types of internet use were associated with cognitive distortion, personality traits, and relationship satisfaction. Moreover, the number of hours of internet use by type was related to average, weekly, total number of hours of internet use. A difference was also found between users and nonusers of internet pornography. The findings from this study can be used to further develop screening instruments, inform clinical practice, and improve treatment guidelines so that individuals with pathological internet use can be identified and treated

Teachers\u27 Perceptions of an Online Social Network as an Instructional Platform: The Impact of an Edmodo-Based Professional Development Workshop

Today\u27s students are learning and communicating in increasingly digital ways, which is challenging instructors to rethink their practice in order to meet their students\u27 needs. These needs include instant access to information, student-centered learning, and control over their own learning. With the rapid adoption and progression of technology in education, understanding instructors\u27 perceptions of technology that supports digital-age learners becomes important, as instructors\u27 perceptions can influence the effectiveness of technology integration. This study examined one particular technology, the Online Social Network (OSN), using Edmodo in light of how it is perceived as an instructional platform. Additionally, whether the OSN supports a professional learning community was investigated, and the influence of this type of professional development design on the participants\u27 perceptions was analyzed. Generally, the OSN was perceived as an instructional platform particularly for instruction aimed at student-centered and blended learning. It was evident that the OSN is capable of supporting a professional learning community, as participants in this study thoroughly and collectively worked to design student-centered learning modules within the platform while at the same time inquiring on topics pertinent to their professional growth. The findings provide relevant information for instructors looking to implement a platform that supports a student-centered approach to instruction, as well as, an example for administrators seeking a platform that supports a professional learning community. With this information, it is hopeful that the educational practice can improve, as instructors perceptions are better understood and their desire to participate in an online learning community is manifest

Self evaluation variables and social media

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy.People are motivated to self evaluate and undertake this in their interactions with others. Interactions with others are increasingly taking place online, including via social networking websites, which can contain several differences to face to face interaction. This thesis examined how specific self-evaluation factors (self-esteem, social comparison tendency and self-concept clarity) affect various behaviours on and psychological outcomes of engaging with social media sites, including Facebook. Self-esteem predicted positive mood during Facebook use, whilst one’s relationship with the site (i.e. how emotionally connected to the site one is – or ‘Facebook intensity’) predicted engagement with activities interpreted as indicative of a ‘fear-of-missing-out’ (e.g. finding out what friends were up to). High scorers in performance and appearance self-esteem reported a positive mood shift after profile editing whilst low scoring counterparts reported the reverse. Those who compared to others frequently experienced a negative mood shift after viewing the Facebook newsfeed possibly reflecting the cognitive effort associated with social comparison. Self-esteem predicted use of positive emotions in status updates whilst number of Facebook friends was negatively predicted by self-concept clarity and positively by social comparison tendency. Participants textually described both their actual and ideal self enabling consideration of the implications for self-presentation attempts in certain online environments. Low self-esteem individuals decreased their use of anxious language when idealising the self whilst those with low self-concept clarity increased their use of positive emotions. The discrepant word count between actual and ideal selves suggested that the actual self appeared more easily articulated, most 4 pronounced amongst those who infrequently compared themselves to others. When others rated these self descriptions it appeared high scorers in self-esteem and self-concept clarity and those who compared frequently to others were generally most positively received. It appears that whilst those with unclear self-concepts and low self-esteem can present a more positive and less anxious idealised self than actual self, the overall thesis findings appear to support the rich-get-richer hypothesis (Valkenburg, Schouten, & Peter, 2005) with high scorers on these self-evaluation factors garnering the most benefits from social media. Whilst those who compare frequently may be adversely impacted by viewing the Facebook newsfeed, idealisation of self attributes appears to benefit these individuals in terms of positivity of impressions formed by others. Findings suggest that social media engagement may hold advantages and disadvantages for users dependent on the type of activity engaged with and the individual differences variables of the user

Personalityzation: UI Personalization, Theoretical Grounding in HCI and Design Research

Personalization is an effective means for accommodating differences between individuals. Therefore, the personalization of a system’s user interface (UI) features can enhance usability. To date, UI personalization approaches have been largely divorced from psychological theories of personality, and the user profiles constructed by extant personalization techniques do not map directly onto the fundamental personality traits examined in the psychology literature. In line with recent calls to ground the design of information systems in behavioral theory, we maintain that personalization that is informed by psychology literature is advantageous. More specifically, we advocate an approach termed “personalityzation”, where UI features are adapted to an explicit model of a user’s personality. We demonstrate the proposed personalityzation approach through a proof-of-concept in the context of social recommender systems. We identify two key contributions to information systems research. First, extending prior works on adaptive interfaces, we introduce a UI personalization framework that is grounded in psychology theory of personality. Second, we reflect on how our proposed personalityzation framework could inform the discourse in design research regarding the theoretical grounding of system’s design

Students’ Engagement in Independent Learning and Personal Development: Issues, Attitudes and Difficulties from the Female Learners’ Lived Experiences of Using Social Media in the Context of Saudi Higher Education

Personal access to digital information affects all situations in life, from lifelong learning and careers to teaching and learning practices. Recently, there has been interest in individuals’ uses of social media, its association with personal and academic development, and its extensive use in both formal and informal educational contexts. In the Kingdom of Saudi Arabia (KSA), particular research attention has been given to females’ use of social media due to the significance of such easy access to their learning and development in the broader cultural context. However, little is known about the educational implications of such extended personal learning practices. For instance, the issues, attitudes and difficulties of students’ engagement, and the students’ changing needs and expectations under current social media influence, are still not fully understood. This research employs an Interpretive Phenomenological Analysis (IPA) to investigate the lived learning experiences of female university students, focusing on their personal use of social media to examine current issues in students’ experiences in Saudi higher education. A group of female undergraduate learners in a Saudi higher education context were selected to offer the learners’ voice and perspective on educational issues related to their own engagement. Students’ personal accounts and different stories of engagement in independent learning and personal development from their use of social media have been collected through two phases. In the first phase, 20 female students participated in in-depth individual interviews and reflective diary reports. In the second phase, 12 female students participated in two focus group discussions to elicit their attitudes and opinions. The (IPA) analysis of the data drawing from different educational theories in the literature was used to understand factors related to students’ engagement and non-engagement from their different attitudes and stories of success and failure when using social media independently. Themes that emerged as drivers and motivations leading to students’ engagement in learning and personal development included self-efficacy and reflection, personal values and beliefs, awareness of opportunity, challenges and transitions, social inclusion and empowerment with learning choice. Several themes were also revealed from the personal accounts as barriers and difficulties for students’ engagement, including personal negative attitudes and experiences, understanding of social media risk, information overload and distraction, organisational, pedagogical and curriculum barriers, lack of social inclusion, technical problems, and time and cost issues. The research concludes with several recommendations for improving all students’ engagement under the current themes of personal and self-directed lifelong learning with matching curriculum and pedagogies adopted in this context to meet current student learning needs