The dark side of technologies: Technostress among users of information and communication technologies

This paper tests the structure and the predictors of two psychological experiences of technostress associated with the use of information and communication technologies (ICT), i.e., technostrain (users report feelings of anxiety, fatigue, scepticism and inefficacy beliefs related to the use of technologies) and technoaddiction (users feel bad due to an excessive and compulsive use of these technologies). The study included a sample of 1072 ICT users (N = 675 nonintensive ICT users and N = 397 intensive ICT users). Results from multigroup confirmatory factor analyses among non‐intensive and intensive ICT users showed, as expected, the four‐factor structure of technostrain in both samples. Secondly, and also as expected, confirmatory factorial analyses revealed that technostress experiences are characterized not only by technostrain but also by an excessive and compulsive use of ICT. Moreover, multiple analyses of variance showed significant differences between non‐intensive and intensive ICT users (1) in the dimensions of technostress and (2) in specific job demands and job/personal resources. Finally, linear multiple regression analyses revealed that technostrain is positively predicted by work overload, role ambiguity, emotional overload, mobbing and obstacles hindering ICT use, as well as by lack of autonomy, transformational leadership, social support, ICT use facilitators and mental competences. Work overload, role ambiguity and mobbing, as well as the lack of emotional competences, positively predict technoaddiction. Theoretical and practical implications, in addition to future research, are discussed.     

Reciprocal teaching and self-monitoring of strategy use: effects on reading comprehension

Reciprocal teaching (RT) is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. However, self-monitoring (SM) strategy use can optimize instruction of comprehension. Thus, the present study analyzed: (a) the efficacy of RT in regular classes and (b) the efficacy of RT + SM of strategy use. A sample of 59 students in the fourth year of primary education was selected: 19 children were selected as an RT condition, 18 as an RT + SM condition, while the remaining 22 made up the comparison group. Two types of comprehension measures were used: tasks of specific effects (getting the main idea, writing a summary, comprehension-monitoring test) and transfer effect measures (standardised tests, word meaning inference, and free recall). Thus, the results show that both the RT condition and the RT + SM condition benefited from the instruction, performing better than the comparison group in measures of specific effects and in some of the transfer effect measures. This result shows that SM is not a necessary component in the instruction of reading comprehension with RT.     

Shyness,sociability, and the role of media synchronicity in the use of computer‐mediated communication for interpersonal communication

This study analysed how university students in Hong Kong with varying degrees of shyness and sociability utilized computer‐mediated communication (CMC) technologies for interpersonal communication. As spontaneous communication can increase the workload on working memory and accentuate feelings of social anxiety, it was hypothesized that shy students were more likely to use email and social network sites (asynchronous CMC) more frequently, and instant messaging and chat less (synchronous CMC). Results from an online questionnaire provided partial support for the hypotheses and suggested distinctive usage patterns separated by media synchronicity. Moreover, the analyses revealed a significant interaction between shyness and sociability on asynchronous CMC use.     

Information and communication technologies use,gender and mathematics achievement: evidence from Italy

This study investigates the importance of information and communication technology (ICT) use in the mathematics achievement scores of Italian secondary school students, with particular attention paid to the role of gender in the ICT-maths performance relationship. Data from the 2012 Programme for International Student Assessment study allow to describe (a) how the type and intensity of ICT use are associated with high or low maths achievement and (b) how the association varies according to gender. These issues are examined with respect to different maths domains. The results of multilevel models show a complex scenario. A positive association between ICT use and mathematics achievement occurs only when computers are used for some, not all, activities. In other cases, the association is negative. In general, the ICT-maths performance association is weaker for girls. Some exceptions to this general trend are the benefits of certain ICT applications, only for girls, in Shape and Space and in Uncertainty and Data subscales of mathematics.     

An investigation of high school social studies teachers' understandings of vocabulary teaching and learning

This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support vocabulary learning? Face-to-face interviews were conducted with 25 high school social studies teachers. Findings indicate that external factors shaped instructional decision-making for teaching vocabulary, teachers' belief systems guided instructional choices, and the diverse needs of students called for differentiated instruction not only for English language learners but also for all students given the unique nature of the language of social studies.     

An instructional package to teach communication behaviors in a classroom setting

An instructional package consisting of modeling, written and behavioral rehearsal, and feedback was used to teach communication behaviors (simple sentence responses, information responses, and eye contact) to 17 emotionally handicapped students, ages ranging between 11 and 17 years. A multiple baseline analysis indicated that the communication behaviors targeted for training increased significantly following implementation of the instructional package. These behaviors also generalized across settings and nontrained questions and were maintained across time. Finally, the average amount of training time required for each subject was 2 hours, indicating that the use of the instructional package in a classroom setting was economical. These results show that communication behaviors can be delivered effectively and economically in a classroom setting.     

Social Media Use and Creativity: Exploring the Influences on Ideational Behavior and Creative Activity

This study explored the relationship between social media (SM) use and creativity. The data collected from 407 participants included indicators such as time spent using SM, frequency of SM use, purposes for using SM, and the nature of SM use. The data involved two aspects of creativity: ideational behavior and creative activity and accomplishment. Correlational analyses indicate that SM use is positively related to both creativity measures. Overall, the active use of SM (e.g., sending a post) is more related to creativity than the passive use (e.g., reading others’ posts); and the link between creativity and SM use is more evident for certain platforms (i.e., Twitter) than others (e.g., Instagram). Ideational behavior and creative activity were also found to be higher among those who use SM primarily for expressing their ideas and opinions, gleaning information on topics to discuss and self‐education and learning compared with those who use it primarily for entertainment or relaxation. None of the creativity measures used was related to extraversion and excessive use of SM. Our findings indicate that SM is not necessarily a negative factor for creativity; it may even be a useful platform to support new ideas and projects.     

移动社交媒介使用行为对青少年友谊质量的影响:网络自我表露和网络社会支持的中介作用

随着移动智能设备和移动互联网的出现,移动社交媒介已日益成为人们网络活动和人际交往的新平台。为考察移动社交媒介使用行为、网络自我表露、网络社会支持和友谊质量之间的关系,本研究采用问卷法对473名青少年进行了调查。结果发现:(1)移动社交媒介使用行为会对网络自我表露和网络社会支持产生显著的直接正向影响,网络自我表露会对网络社会支持产生显著的直接正向影响,网络社会支持会对友谊质量产生显著的直接正向影响。(2)移动社交媒介使用行为可以通过网络社会支持的中介作用对友谊质量产生显著的间接影响,还可以通过网络自我表露和网络社会支持的链式中介作用对友谊质量产生显著的间接影响。     

The Influence of Candidate Social Effectiveness on Assessment Center Performance Ratings: A field study

The present research examined the influence of constructs representing social effectiveness on assessment center (AC) ratings in two samples. We expected different effects of self‐monitoring (SM) on different dimension ratings, a positive effect of the ability to identify criteria (ATIC) on the overall AC rating and a moderating effect of the ATIC on the relationship between SM and the dimension rating. Forty‐six (Study 1) and 115 (Study 2) applicants participated in ACs in field settings. Across both studies, SM had a negative effect on the integrity rating. No relationship was identified between SM and social sensitivity or problem solving ratings. In Study 1, the ATIC had a positive effect on the overall AC rating. No support was identified for a moderating effect of the ATIC on the relationship between SM and the social sensitivity rating.     

Effect of Color Coding on Visually Oriented Tests With Students of Different Cognitive Styles

The purpose of this study was to examine the effects that differentially coded (black and white and color) illustrations had on students (N = 117) who were classified as field dependent, field neutral, or field independent as a result of their performance on the visually oriented Group Embedded Figures Test (Witkin, Olt-man, Rashin, & Karp, 1971). Students were randomly assigned to two instructional treatments complemented by illustrations (black and white and colored). After receiving their respective treatments, students reviewed two visually oriented criterion tests. Two-way analyses of variance conducted on achievement scores indicated that field independents scored significantly higher than did field dependents on both visual tests, and differences between field-dependent and field-independent learners who received the color-coded treatments on the visual identification test were insignificant. Results indicate that field dependency is an important instructional variable and that for some types of learning objectives the process of color coding instructional materials may reduce achievement differences attributed to differences in cognitive style.     

Virtual reality applications to agoraphobia: a protocol.

Recently, educators and instructional designers have focused on the development and implementation of virtual learning environments that effectively combine theoretical and applied knowledge to teach university students. One of the trusts of the Psychology Virtual Teaching Laboratory in collaboration with the IXTLI observatory is to develop dissemination programs to promote the insertion of virtual reality (VR) technologies applied to rehabilitation in their clinical practice. This paper describes the development of (1) agoraphobia VR learning objects to be use as a teaching support tools in class and (2) a multimedia teaching program that incorporate digital video and VR scenarios address to students in the field of mental health. Promotion among professors and students about the use of this technology will allow us to initiate research in our country as well as to validate contextualized applications for our culture, therefore contributing with new advances in this field.     

The Impact of Size of Cooperative Group on Achievement,Social Support,and Self-Esteem

The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.     

MCMI-II personality traits and symptom traits in parents of children with selective mutism: a case-control study.

The etiology of selective mutism (SM) in children is unknown but is regarded as multifactorial. SM is frequently associated with social anxiety and language disorder or delay. The present study addresses SM and social anxiety as a familial phenomenon by comparing self-reported personality traits and symptom traits (Millon Clinical Multiaxial Inventory) in parents of 50 SM children with control parents. Personality and symptom traits reflecting social anxiety are also explored separately in the parents of SM children with and without a comorbid communication disorder. The results confirm SM and social anxiety as a familial phenomenon. Assessment and treatment planning should take this into account. The family data also suggest different family transmissions of SM and social anxiety in the SM group with and without a comorbid communication disorder.     

Instructional set and internet use by low-income adults.

This research examined the effects of instructional set on Internet use by low-income adults during a 16-month longitudinal study. Participants (n = 117) received instructions that focused on either the Internet's communication tools or its information tools. Internet use was continuously and automatically recorded. Survey measures of computer and Internet experiences, affect and attitudes were obtained to examine their mediational role in the relationship between instructional set and Internet use. Results indicated that instructions focused on the Internet's information tools led to greater Internet use than instructions focused on its communication tools or only basic instructions about how to use the Internet. Implications for reducing the digital divide are discussed.     

Pratiques d’encadrement et usages des TIC : un exemple en Gendarmerie nationale

This article will present the results of field research conducted in a French army civilian body responsible for the safety of property and people. The object of study concerns “e-leadership” management practice in connection with the information technology and communication (ICT). After recalling the role played by ICT in situations of current work, the issue of management relationship will be developed, as well as knowledge on the “e-leadership”. The results show the impact of ICT on the management relationship is rooted in a multiple determinism related to the nature of tasks, the characteristics of technological tools and constraints in the use situations.     

中学生的情绪智力、社会问题解决技能对其师生关系的影响

为了考察中学生师生关系现状,并探讨中学生的情绪智力、社会问题解决技能与师生关系之间的内在联系,本研究采用《中学生情绪智力量表》、《中学生社会问题解决技能量表》和《中学生师生关系量表》对2172名中学生进行调查。结果发现：（1）中学生的师生关系的总体状况良好,且存在显著的年级和性别差异：初一、高一年级的师生关系好于初二、高二年级。在亲密性和支持性方面,不存在显著的性别差异,在冲突性方面,男生显著高于女生,在满意感方面,女生显著高于男生。（2）情绪智力的不同维度对中学生师生关系的预测作用各不一样。情绪感知对师生关系的亲密性具有显著的负向预测作用,对师生关系的冲突性具有显著的正向预测作用。情绪运用、理解和管理都能够显著预测师生关系,其中情绪运用对师生关系的亲密性、支持性和满意度的预测作用最为突出,情绪管理对师生冲突的负向预测作用最强。（3）社会问题解决技能在中学生情绪智力与师生关系之间起部分中介作用。     

Performance of Fourth-Grade Students with Learning Disabilities on Multiplication Facts Comparing Teacher-Mediated and Technology-Mediated Interventions: A Preliminary Investigation

Instructional applications (apps) are educational software programs that can be accessed via mobile technologies (e.g., iPad, smartphone) and used to help students acquire various academic skills, including mathematics. Although research suggests that app-based instruction (AI) can be effective, there is a paucity of research comparing AI, to teacher-directed instruction (TDI) or to a combination of instructional approaches (CI) involving both AI and TDI in tandem. In an alternating treatments design, we compared AI, TDI, and CI conditions during instruction targeting multiplication facts with six students with learning disabilities. Results were inconsistent across students, and no condition emerged as consistently better than the others. Students completed social validity rating scales, and all approaches were favored by at least one student. Our results support findings from previous research involving similar comparisons between these instructional formats in which no (or minimal) differences across conditions were detected. We conclude that there may not be a meaningful difference between the outcomes achieved using AI, TDI, or CI for many students. Results are discussed in terms of directions for the future research.     

Establishing a Placement Index for behaviorally disturbed children using the Hand Test.

Hand Test variables were evaluated to see if they would empirically discern varying levels of behavioral and social maladjustment in severely behaviorally handicapped children. Hand Test protocols of 6- to 18-year-old students (N = 100) were gathered. Twenty protocols from each of three levels of special education placement were obtained in addition to 40 protocols of students enrolled in regular educational classrooms. A stepwise discriminant analysis yielded both pathology (PATH) and aggression (AGG) as significant discriminators (p less than .05). Cutoff scores and a weighted equation consisting of nine variables was derived using proper placement in group setting as the criteria. The assignment of children to correct placement levels was 64% or 79%, depending on the stringency of criteria. These findings reinforce the utility of the Hand Test as a valuable tool in the psychologist's testing armament for assisting with placement decisions and support the strength of integrating multiple variables to aid with these decisions. Replication of this study for the purpose of cross-validation of the Placement Index is strongly encouraged.     

Integrating Web-Based Applications into Aged Care: Two Case Studies and Discussion

In anticipation of the growing need for adequate mental health care for older adults in residential aged care facilities, psychologists are challenged to overcome several barriers that impede the uptake and delivery of their services in such settings. Information and communication technologies (ICT) have strong potential to overcome some of these barriers by supporting the delivery of evidence-based psychosocial treatments for common psychogeriatric issues. This paper presents two case studies that illustrate when and how psychologists can use various ICT applications (e.g., tablet devices, web-based applications) integrated with cognitive behavioural and reminiscence-based therapies. Both case studies demonstrate that ICT can effectively support the therapeutic alliance, enhance therapeutic engagement, and individualize treatment delivery to accommodate the needs of elderly patients. It is hoped that these case studies will encourage clinicians to consider using ICT to augment therapy with their elderly patients.     

Evaluation of Interactive Computerized Training to Teach Paraprofessionals to Implement Errorless Discrete Trial Instruction

Efficient and effective training strategies for paraprofessionals in special education settings face many challenges. Interactive computerized training (ICT)—a self-paced program that incorporates audio narration, video models, interactive activities, and competency checks—is one potential solution. ICT has been successful in training college students and special education teachers to implement discrete trial instruction (DTI), but its effectiveness to train paraprofessionals is unknown. Using a multiple-baseline design, we evaluated the feasibility of ICT, to train six paraprofessionals to implement DTI with an errorless learning procedure. Following ICT, the fidelity of implementation of DTI increased for all participants when implemented with a student in their classroom; however, competency varied. We added additional training components that progressed from low to more intensive feedback delivered remotely in attempt to increase fidelity to 90% or higher implementation. We also evaluated generalization to novel instructional programs and maintenance of instruction in the absence of feedback.