Loneliness and social media: A qualitative investigation of young people's motivations for use and perceptions of social networking sites

The democratisation of Internet access has incrementally changed every domain of activity and has created new business and economic models. From answering work emails to learning a new language, shopping, booking medical appointments or managing one’s finances, almost everything is attainable at the click of a button. The added implications of the rapid rise of social networking websites (SNSs), such as Facebook, Twitter, Instagram or Snapchat, have further contributed to changing the way we communicate and build new friendships. Indeed most of our social relationships are now being ‘increasingly developed and maintained online’ (Nowland, Necka & Cacioppo, 2017: 1). Ostensibly, despite improved Internet access and enhanced social connectedness, modern societies are struggling to combat loneliness. It is reported to affect people of all ages, especially young adults (16-24 and 25-34 years old) who are avid Internet and social media users (see Office for National Statistics, 2018)

Review and Information Report: Corella Place Transitional Facility

Abstract not available

Social network analysis AND correctional environments: Prison networks and operational intelligence

Abstract not available

The role of e-learning coaches in Australian secondary schools

The purpose of this study was to explore the personal experiences of e-learning coaches working in secondary schools in order to provide information about the role of an e-learning coach. Seven secondary schools in the outer-eastern region of Melbourne, Australia, were involved in a 3-year e-learning project. Semi-structured interviews were conducted by an independent researcher with an e-learning coach from each of the seven schools involved in the research. A number of themes emerged from the interviews, including role confusion, changes in the role over time, the importance of establishing relationships, barriers to the uptake of information and communication technology (ICT) and ICT usage. To facilitate the integration of ICT with teaching practices in the secondary school setting, we recommend that a full-time position for an on-site e-learning coach receiving the total support of school leaders is needed to provide relevant professional development and ongoing support to classroom teachers

Examining the role of personality factors in problematic video game play associated with Facebook games

The current study used the structural components of Facebook games to select predictors of Problematic Video Game Play (PVGP) in relation to Facebook games. Based upon how game design and structure may interact with personality characteristics, the current study examined the effects of hypercompetitiveness, narcissism, reward responsiveness and psychological absorption on PVGP for a group of Facebook gamers. Moreover, the present study also observed how results may differ between Facebook gamers (n = 102), and a group of other (non-Facebook) gamers (n = 132). The Facebook group comprised 84% of females with an average age of 40.39 (SD = 14.00), whereas the other group of gamers consisted of 61% of males with an average age of 24.70 (SD = 7.86). Participants completed an online survey. Structural Equation Modelling (SEM) revealed that an interaction between hypercompetitiveness and narcissism was the only significant predictor of PVGP for Facebook gamers. In contrast, a second structural model revealed that both hypercompetitiveness and psychological absorption were significant predictors of PVGP for other types of gamers. The findings from this study had important implications regarding the structure of video games and demographic differences between Facebook Gamers and other types of gamers

Assessing the potential risks associated with Facebook game use

This study used the psycho-structural taxonomy proposed by King et al. (International Journal of Mental Health and Addiction, 8(1), 90-106, 2010a) to examine the structural characteristics of two genres of Facebook games (Tile Matching games and Simulation/RPGs) to investigate their potential to encourage and maintain Problem Video Game Play (PVGP). Ten of the most popular Facebook games were played by the first author for between two and three hours per game. Recurring structural characteristics influencing the researcher's behaviour or considered to be problematic were noted and compiled according to the taxonomy. Both genres appeared to have the capacity to encourage the development and maintenance of PVGP. While Simulation/RPGs appear to promote more problematic use than do Tile Matching games, both tended to use similar features to promote player engagement. Further in-depth research is needed to understand the psychological impact of playing Social Network Games, and how this may lead to, or encourage problematic use of these games

A stress-coping model of problem online video game use

It is argued that problem video game use (PVGU) has similarities with behavioral addictions such as problem gambling. Unlike other addictions, the predictors of online PVGU have not been studied extensively. We applied a stress-coping model, previously developed for electronic gambling addiction, to PVGU. In this model, stressors lead to excessive behavior via maladaptive coping strategies involving the behavior. Video game players (N = 2261) completed an online questionnaire about their gaming habits, and self-report measures of depression, loneliness, social anxiety, and escapism and social interaction motives for gaming. Consistent with the stress-coping model, depression, loneliness, and social anxiety predicted levels of PVGU, these effects being partially mediated by escapism and social interaction motives for gaming. The pattern of mediation differed by gamers preferred game genre in a way that suggested First Person Shooter games provide an escape from aversive states, while, in addition to providing escape, massively multiplayer online role playing games, which emphasize collaborative play, may also be supplementing or substituting for face-to-face social interactions