Seeking alcohol information on the Internet

It has been argued that people may be more willing to seek potentially threatening information on the Internet than they would in ‘real life’ (Joinson and Banyard, 2002). For alcohol drinkers, potentially threatening information includes diagnostic information on the amount they drink, and information about the negative effects of alcohol consumption. In the present study, participants with varying levels of alcohol intake and plans for change chose four alcohol-related articles to read (from twelve) using either the world-wide web (WWW) or pen and paper. Results showed that drinkers not currently reducing their drinking were more likely to seek diagnostic, potentially threatening anti-drinking information via the WWW compared to when seeking paper-based information. Drinkers either contemplating or engaging in efforts to reduce their drinking sought pro-drinking information on the WWW, and anti-drinking information when using pen and paper. The potential role of the Internet, and perceived anonymity, in health promotion is discussed

Psychological aspects of information seeking on the Internet

Two studies are presented that investigate information seeking behaviour on the Internet. In Study One, soccer fans’ information seeking on the World Wide Web (WWW) is investigated. In Study Two, access rates to a cancer information website are analysed. It is tentatively argued that there is a tendency for people to access information more commonly avoided in ‘real life’, although in the case of football fans, the tendency to ‘bask in reflected glory’ remains when online, while cutting off reflected failure is minimised. Implications for understanding and researching psychological processes of web browsing behaviour are discussed

Responses of football fans to relegation of their team from the English Premier League: PTS?

Objectives : To measure the level of psychological distress caused to supporters of a football team by relegation from the English Premier League. The relationship between age, sex and psychological distress are examined. Method : Opportunity sample cross-sectional survey. Participants were approached through networks of fans and through e-mail networks. Participants were supporters (n = 65) of two relegated premiership football teams. Participants completed the Impact of Event Scale. Results : Mean total Impact of Event Scale scores indicated a clinically significant degree of psychological distress for the majority of respondents. Age or sex of the participants did not predict Impact of Event Scale scores. Conclusions : The results are discussed in terms of the magnitude of Impact of Event Scale scores in relation to other stressors. It is concluded that the impact of such s porting events is psychologically significant. The psychological literature has considered traumatic stress responses to a number of stressors such as threats to life, threats to psychological well-being, threats to physical/ psychological well-being of others, witnessing traumatic events and involvement in a human or natural disaster

Prevalence of pathological Internet use among university students and correlations with self-esteem, the general health questionnaire (GHQ), and disinhibition

Over the last few years, there has been increased interest in the addictive potential of the Internet. The current study was an attempt to replicate common findings in the literature and provide more evidence for the existence of Internet addiction among students—a population considered to be especially vulnerable. A total of 371 British students responded to the questionnaire, which included the Pathological Internet Use (PIU) scale, the General Health Questionnaire (GHQ-12), a self-esteem scale, and two measures of disinhibition. Results showed that 18.3% of the sample were considered to be pathological Internet users, whose excessive use of the Internet was causing academic, social, and interpersonal problems. Other results showed that pathological Internet users had lower self-esteem and were more socially disinhibited. However, there was no significant difference in GHQ scores. These results are discussed in relation to the methodological shortcomings of research in the area as a whole

Why war?

Why do people go to war, and why do they behave so brutally during warfare? The recent conflict in the Balkans has brought these uncomfortable questions back into focus for people in Europe. Psychology is the study of human behaviour and experience so it ought to give us some answers to these questions. This article looks at what reasons psychology gives for warfare, and also looks at some of the ways that psychology has been used in warfare

The impact of digital technologies on teaching and learning

This thesis explores the impact of new technologies on learning and teaching and draws on research work carried out over a ten-year period. The thesis looks at the facilitators and barriers to using digital technologies effectively and explores the challenges for educators as they respond to the changes brought about by these digital technologies. It presents eight published works that have investigated the impact of digital technologies and collected data using a range of qualitative and quantitative techniques. The core paper provides a model by which the impact of digital technologies can be analysed and understood and the remaining papers populate that model. The model identifies a system of learning spaces that describe the ways that learners, teachers and managers respond to the challenges and opportunities that digital technologies bring to learning. The papers explore how the school space, the teaching space, the personal learning space and the living space have all been transformed by digital technologies. These papers highlight the ongoing tension within education brought about by the conflicting ambitions of managers to control learning while at the same time encouraging personalisation. The papers consider the nature of digital divides and also the potential hazards presented to young people by digital technologies. Finally, the papers explore the relationship between the use of digital technologies and academic achievement. The work presented here provides a coherent contribution to the field that offers new understandings of the impact of digital technologies on learning, and identifies key issues for further research

Reporting research: something missing?

This article is offered as a contribution to the audit of psychological research in two of the premier journals of the British Psychological Society. It is informed by past research into the conduct of psychology, and raises issues of concern for psychologists. Previous work has identified a range of concerns about the continuing problems within psychological research. These problems include, the selection of samples, the incomplete reporting of methods, statistical errors and misunderstandings, and questions about the foundations of the discipline. In this article we consider only the selection of samples and the complete, or otherwise, reporting of methods

Transition between educational sectors and discontinuities of ICT resource and pedagogy

Technologically supported education has introduced benefits but also challenges to the transition across school levels of education. While resolving some traditional issues, these technologies have in some instances created a new set of discontinuities at both the resource and pedagogic level. These discontinuities arise due to variance between primary and secondary school access and practice, and also between pupils' experiences of access and practice at previous institutions. In this paper evidence is presented from interview, questionnaire, and classroom observation data collected from 48 schools during two projects investigating the impact of high-speed Internet access (broadband) in English schools. Findings indicate that schools offer different levels of access to technology, and also different activities when using technology facilities. While differences in practice have always been present across and within levels of education, the introduction of high-speed Internet access has increased the gap between those using the technology as an add-on to existing resources and those embedding the technological facilities into the fabric of the learning environment. A key issue explored is the impact of the discontinuity that occurs when primary (elementary school) education becomes technically richer than partner secondary (high school) institutions