Determinant factors of cyberbullying: an application of theory of planned behavior

Employing the Theory of Planned Behavior (TPB), this study aims to find determinant factors that have influence over individuals’ intention to cyberbully others. Along with the TPB’s main variables, including attitude, subjective norms and perceived behavioral control, in this research, the role of moral obligation, perceived threat of legal punishment and overall gain was also studied. Using a scenario-based questionnaire, the data were collected from 96 students in Universiti Teknologi Malaysia. According to the results, subjective norms and overall gain reflected to be significant over cyberbullying intention, while the rest of variables did not reflect any significance. The impact of these determinants was not the same among females and males, which reflect gender differences matters in intention to cyberbully

Determinant factors of cyberbullying: an application of theory of planned behavior

Employing the Theory of Planned Behavior (TPB), this study aims to find determinant factors that have influence over individuals’ intention to cyberbully others. Along with the TPB’s main variables, including attitude, subjective norms and perceived behavioral control, in this research, the role of moral obligation, perceived threat of legal punishment and overall gain was also studied. Using a scenario-based questionnaire, the data were collected from 96 students in Universiti Teknologi Malaysia. According to the results, subjective norms and overall gain reflected to be significant over cyberbullying intention, while the rest of variables did not reflect any significance. The impact of these determinants was not the same among females and males, which reflect gender differences matters in intention to cyberbully

Problematic social media use: results from a large-scale nationally representative adolescent sample

Despite social media use being one of the most popular activities among adolescents, prevalence estimates among teenage samples of social media (problematic) use are lacking in the field. The present study surveyed a nationally representative Hungarian sample comprising 5,961 adolescents as part of the European School Survey Project on Alcohol and Other Drugs (ESPAD). Using the Bergen Social Media Addiction Scale (BSMAS) and based on latent profile analysis, 4.5% of the adolescents belonged to the at-risk group, and reported low self-esteem, high level of depression symptoms, and elevated social media use. Results also demonstrated that BSMAS has appropriate psychometric properties. It is concluded that adolescents at-risk of problematic social media use should be targeted by school-based prevention and intervention programs

Trait emotional intelligence and problematic social media use among adults: the mediating role of social media use motives

There are many contributing factors to problematic social media use including personality differences, psychosocial factors, and specific use motivations. The present study (N = 444 emerging adults, 75% women) investigated the direct and indirect relationships between trait emotional intelligence and problematic social media use via social media use motives by testing a complex mediation model. Path analyses suggested that trait emotional intelligence was directly and indirectly associated with problematic social media use via two social media use motives: (i) expressing or presenting a more popular self, and (ii) passing time. Results of the present study indicate that trait emotional intelligence may have a role in the motives for using social media as well as the development and maintenance of problematic social media use. Moreover, future studies should focus mediator risk factors between trait emotional intelligence and problematic social media use

Emerging adults and Facebook use: the validation of the Bergen Facebook Addiction Scale (BFAS)

Based on the six key components of addiction, the Bergen Facebook Addiction Scale (BFAS) is a widely used instrument to assess Facebook addiction. This study aimed to conduct a psychometric validation in a Portuguese sample of emerging adults (ages 18 to 29 years). The construct validity analyses confirmed the one-factor solution and a statistically significant association found between Facebook addiction and Preference for Online Social Interaction, measured by the Generalized Problematic Internet Use Scale 2, warranted the scale criterion validity. Internal consistency was scrutinized using Cronbach's α (α = .87) and stability measured by test-retest (r = .94). Associations between BFAS scores and Brief Symptom Inventory dimensions scores (e.g., interpersonal sensitivity, depression, anxiety) and the GPIUS2 subscale, deficient self-regulation, scores were evaluated. A subsample with higher levels of addiction was analyzed. In summary, the results of the present study support the use of the Portuguese version of the BFAS in both research and clinical milieus. Further implications for research and practice were considered

Understanding mooc learners: insights from participation in coursera mooc

Massive Open Online Courses (MOOC) are the latest online teaching and learning medium through website and are seen as a key factor in future lesson delivery. One well-established and popular MOOC is Coursera which is provided by Stanford University. Online participation and interactions are complex phenomena and the answers to the questions in regard to Courserians' participation gave considerable insights into knowledge construction in discussion forums. The successful construction of knowledge requires active participation. This article is aimed to observe a Coursera community in its natural setting and to investigate the participants' experiences in Coursera discussion forum. The data was derived from over 60 online interview forums with Coursera learners. Field note data was extracted from 160 days of interaction with the participants. Analysis of the qualitative data revealed some insights about learners' feelings, challenges, ideas and recommendations

Designing a scenario-based questionnaire to assess behavioral intention in social networking sites’ ethical dilemmas

[No abstract available

Behavioral intention in social networking sites ethical dilemmas: an extended model based on Theory of Planned Behavior

The expanding use of social networking sites (SNSs) and their flexible functionalities allow individuals to use these sites in unexpected and unethical ways. SNS users face ethical dilemmas each day and they need to decide how to behave in these cases. The aim of this study was to identify the influential factors that have an impact on individuals' ethical decision-making and propose a model of the factors that are significant in the ethical decision-making process in the SNS context. This study employed the Theory of Planned Behavior (TPB) and included personal normative beliefs, moral intensity, perceived threat of legal punishment to the main constructs of TPB namely attitude, subjective norms, perceived behavioral control to predict the behavioral intention using a scenario based questionnaire. The moderating effects of several factors, including age, gender, level of income, ego strength, locus of control and religion, were investigated for the probable effect on the proposed model. Derived from a designed procedure, several scenarios were constructed, of which four were selected to be embedded in the survey instrument. With 441 returned questionnaires in hand, the collected data were analyzed using the partial least squares-structural equation modeling technique. The results showed attitude to be the most influential factor, followed by subjective norms, perceived behavioral control, personal normative beliefs, and moral intensity. Level of education, age, and scenario also showed a significant effect on the relation between predictors and behavioral intention

Cloud computing for teaching practice: a new design?

Recently researchers have shown an increased interest in cloud computing technology. It is becoming increasingly difficult to ignore cloud computing technology in education context. However rapid changes in information technology are having a serious effect on teaching framework designs. So far, however, there has been little discussion about cloud computing benefits in domains of teaching frameworks which propels us to study and redesign teaching frameworks considering cloud computing. The purpose of this paper is to review recent research into cloud computing and features which can be improved with this new technology. This paper studied several researches through literature to determine the main impact of cloud computing on "planning and preparation" and "instruction" domains as two main domains of teaching framework. Light will be then shed on the impact and potential benefits of cloud computing on teaching framework. The paper closes by proposing to design an evaluation table based on cloud computing artifacts to enhance teaching practice and highlights its offerings for educational institutions