In 2002, we found gender differences in the use of the Internet. Since then, however, the Internet has changed considerably. We therefore conducted a follow-up study in 2012. The study involved 501 students (389 females and 100 males, 12 participants unspecified gender) and we measured Internet use, Internet anxiety, and Internet identification. We found that males had a greater breadth of Internet use; they used the Internet more for games and entertainment than females. The differentiation between males and females in terms of Internet use is evident, and in some ways is even more distinct than 10 years ago. In our previous research we had found no gender differences in the use of the Internet for communication, whereas in the current study we have found that females use the Internet for communication than males and were using social network sites more than males. We also found, consistent with our previous study, that Internet identification and Internet anxiety were related to Internet use.

Social networking sites (SNS), and especially Facebook, have revolutionised patterns of language and communication. We conducted a study to examine gender differences in language use on Facebook, by surveying 600 undergraduate students (388 females and 207 males), and analysing males' and females' responses to two Facebook status updates. There were a number of gender differences in terms of public replies to Facebook status updates.Females were significantly more likely to 'like' a Facebook status update than males, post a public reply to a Facebook status update than males and show higher levels of emotional support than males. In contrast there were hardly any gender differences in terms of sending private messages in response to Facebook status updates. There was no gender difference in terms of level of emotional support in private messages. Females were more likely to send a private message than males, but this difference was very small. The implications of these findings for explanations of gender differences in language are discussed.

The aim of the study was to compare first and second generation Digital Natives' attitudes toward and use of the Internet. The sample of first generation Digital Natives consisted of 558 students who we surveyed in 2002 and who were born after 1980. The sample of second generation Digital Natives consisted of a sample of 458 students who we surveyed in 2012 and were born after 1993. They completed a questionnaire in the first semester of their first academic year, which consisted of a measure of Internet experience, an Internet anxiety scale, and an Internet identification scale. Second generation Digital Natives had more positive attitudes toward the Internet than first generation Digital Natives. They had higher scores on the Internet identification scale and lower scores on the Internet anxiety scale compared with first generation Digital Natives. Furthermore, we found that second generation Digital Natives used the Internet more than first generation Digital Natives. E-mail was the most popular activity for both generations, although second generation Digital Natives used it significantly more than first generation Digital Natives. Social networking sites emerged as very popular for second generation Digital Natives. Both generations reported low use of Web 2.0 technologies.

Recent literature has stressed the need for research examining the causes of females in general having lower levels of financial literacy than males. This article uses social cognitive theory of gender development as a framework to propose differing financial socialization of children in the home by gender as a possible cause of gender differences later in life. Evidence is found of gender based differences in the financial socialization of eleven and twelve year olds. Findings include more frequent parent-child discussions being correlated to more positive financial attitudes, but not to saving behaviour. Saving behaviour of children is influenced by attitudes to money along with the presence of parents when spending, which is subject to a same sex gender bias for girls, with large effect sizes. Girls are over 200% more likely to state they save some of their pocket money if their mother is present when they spend their pocket money, compared to having no parent present. This difference does not exist for male children. When a boy is with both parents when spending, they are 245% more likely to report saving some of their pocket money then when neither parent is present. Having a father present when spending does not yield significantly different results to when no parent is present. These findings of gender biased financial socialization in the home are important considerations for the design of school-based financial literacy programmes. Specifically, these programmes should consider a goal of encouraging discussion and questioning gender based attitudes and roles in the home. They are also important findings in terms of going some way to explaining the existence of a gender difference in financial knowledge in adulthood.

The relationship between materialism and social-emotional behavioural difficulties (SEBDs) was assessed by comparing a sample of adolescents receiving in-school behavioural support with adolescents not receiving any support. All participants completed the Youth Materialism Scale and the Strengths and Difficulties Questionnaire. Binary logistic regression indicated that adolescents who reported higher levels of materialism were more likely to be classified into a group considered 'at-risk' for developing conduct and peer problems. Hierarchical logistic regression assessed the moderation of behavioural support and indicated that adolescents in receipt of behavioural support who reported higher levels of materialism were at a greater risk of hyperactivity in comparison to those who receive support but reported lower levels of materialism. For adolescents not receiving behavioural support, less materialistic attitudes placed them at a greater risk of hyperactivity. These findings highlight the importance of distinguishing between different SEBD typologies and the potential effects of materialism during adolescence.