a b s t r a c tBased on the theories of uses and gratifications, and self-determination, we examined a model linking computer-mediated communication (CMC) attributes to psychological need satisfaction in online friendships and to life satisfaction in a sample of school-aged adolescents (N = 1572). Our findings suggest direct links between media orientations (i.e., attitude toward online relationship formation and Internet habit strength) and psychological need satisfaction in online friendships. We also reported direct links between online communication, online self-disclosure and psychological need satisfaction in online friendships, and also a direct link between psychological need satisfaction in online friendships and life satisfaction. Despite these direct links, online communication and online self-disclosure significantly mediated the link between attitude toward online relationship formation and psychological need satisfaction in online friendships. In this pattern of links, both mediators were equally strong. Online communication and online self-disclosure also significantly mediated the link between Internet habit strength and psychological need satisfaction in online friendships. For this pattern of links, both mediators differed significantly in strength. Online communication emerged as a stronger mediator than online self-disclosure. Our findings suggest that CMC attributes may serve as a new social milieu for adolescent subjective well-being.

Teaching and learning have evolved over the years. While the use of lecture is still the dominant mode of teaching in educational institutions, there has been consensus that students need to be active in learning, for which traditional styles of teaching may not be well suited. This calls for an alternative instructional mode: cooperative learning to promote active learning among students. In higher education, interest in cooperative learning has gained momentum since the early 1980s, and this kind of teaching and learning can be conducted in many ways. The purpose of this study is to provide an overview of existing evidence pertinent to cooperative learning. In this review, cooperative learning is defined and elements inherent in this pedagogy are discussed. Theoretical perspectives relating to cooperative learning are also outlined. The outcomes pertaining to cooperative learning are then presented, followed by the influence of context on cooperative learning. This review is organized and structured as such to serve as a basis of reference for further research in the field.

Given that shyness has been consistently linked to Internet addiction in youth, an examination into the mediating effect of a desire to avoid loneliness on the shyness-Internet addiction link could offer potential insights into a possible explanatory mechanism as well as directions for Internet addiction prevention and intervention in young adulthood. Thus, the aim of this study is to investigate the mediating role of loneliness avoidance in the relationship between shyness and Internet addiction among 286 youth Internet users. Shyness was significantly and positively correlated with loneliness avoidance and Internet addiction. In addition, loneliness avoidance was significantly and positively correlated with Internet addiction. Most importantly, loneliness avoidance may predispose shy youth to become addicted to the Internet. Theoretical and practical implications of the research findings for youth wellness are addressed in this study.

First-year undergraduates' expectations and experience of university and student engagement variables were investigated to determine how these perceptions influence their student identity and overall course satisfaction. Data collected from 554 first-year undergraduates at a large private university were analyzed. Participants were given the adapted version of the Melbourne Centre for the Study of Higher Education Survey to self-report their learning experience and engagement in the university community. The results showed that, in general, the students' reasons of pursuing tertiary education were to open the door to career opportunities and skill development. Moreover, students' views on their learning and university engagement were at the moderate level. In relation to student identity and overall student satisfaction, it is encouraging to state that their perceptions of studentship and course satisfaction were rather positive. After controlling for demographics, student engagement appeared to explain more variance in student identity, whereas students' expectations and experience explained greater variance in students' overall course satisfaction. Implications for practice, limitations, and recommendation of this study are addressed.

Background The COVID‐19 pandemic has generated many mental health problems worldwide. People living with HIV (henceforth known as PLHIV) bear a higher mental health burden in comparison with the general population. Therefore, their risk of mental health problems may be elevated during the pandemic. Methods We conducted a systematic review and meta‐analysis to assess the prevalence of depression, anxiety, psychological stress, insomnia and loneliness among PLHIV during the COVID‐19 pandemic. Observational studies in four databases published from 1 January 2020 to 30 April 2021 investigating the prevalence of mental health conditions during the COVID‐19 pandemic were searched, and 197 articles were retrieved. After the processes of duplication removal, eligibility screening and full‐text assessment, 10 articles were included in the systematic review and six articles for meta‐analyses. A random‐effects model was applied to derive the pooled prevalence of mental health conditions. The risk of bias was assessed using the STROBE checklist. Results Overall, the pooled prevalence rates of (moderate‐to‐severe) depression and anxiety among PLHIV were 16.9% [95% confidence interval (CI): 3.8%–30.0%] and 23.0% (95% CI: 12.0%–34.0%), respectively. Conclusions More research is needed to investigate the mechanism by which the pandemic affects the mental health of PLHIV. Support and programmes are needed to ameliorate the mental health problems in this marginalized population.