There are many contributing factors to problematic social media use including personality differences, psychosocial factors, and specific use motivations. The present study (N = 444 emerging adults, 75% women) investigated the direct and indirect relationships between trait emotional intelligence and problematic social media use via social media use motives by testing a complex mediation model. Path analyses suggested that trait emotional intelligence was directly and indirectly associated with problematic social media use via two social media use motives: (i) expressing or presenting a more popular self, and (ii) passing time. Results of the present study indicate that trait emotional intelligence may have a role in the motives for using social media as well as the development and maintenance of problematic social media use. Moreover, future studies should focus mediator risk factors between trait emotional intelligence and problematic social media use.

Growing empirical evidence has identified specific psychological and contextual risk factors associated with problematic smartphone use (PSU). However, the potential direct and indirect impact of childhood emotional maltreatment (CEM) on PSU remains largely unexplored, despite the established role of CEM in the onset of other excessive, problematic, and addictive behaviors. Consequently, the purpose of the present study was to test the direct and indirect relationships of emotional abuse and neglect (two facets of CEM with PSU) via specific mediational pathways implying body image dissatisfaction (BID), social anxiety, and depression. The sample comprised 443 adolescent students who completed a questionnaire that included assessment tools of the aforementioned variables. Multiple mediation model results indicated that CEM was directly and indirectly associated with PSU via BID, depression, BID-related depression, and BID-related social anxiety. Results suggested that emotionally traumatic experiences were associated with PSU in adolescents and that this relationship may partially be explained by BID and psychosocial risk factors. The present study draws caution to the amplifying roles of CEM and BID on increased PSU. The results of the study have important clinical and public health implications, but additional research is needed before interventions can be developed and implemented on the basis of the present results.

The main goal of this paper is to unveil the results of survey study that intends to explore the candidate teachers' opinions about using augmented reality (AR) in classrooms. For this purpose, marker-based mobile augmented reality application has been developed and computer hardware devices are used as a teaching material. In addition, candidate teachers allowed to use this augmented reality application and share their opinions regarding to user experience. In data collection, survey and open-ended questions are used and conducted to candidate teachers in Department of Computer Education and Instructional Technology, Faculty of Education. The tools and technology required to develop a AR and development experiences are also shared. According to results teacher candidates are very excited of using augmented reality for the first time in their learning. it is also emphasized that it would be beneficial to disseminate augmented reality in their other learning materials.

Background: Research has shown that personality traits can have an important role in the development and maintenance of behavioral addictions. However, the relationship between dark personality traits (i.e., Machiavellianism, psychopathy, narcissism, sadism, spitefulness) and 'study addiction' has yet to be investigated. Objectives: The purpose of the present study was to examine the associations of dark traits with study addiction among the total sample, males, and females separately, while adjusting for the Big Five personality traits (i.e., extroversion, neuroticism, agreeableness, openness, conscientiousness). Methods: A total of 716 university students completed an online survey, including questions assessing the aforementioned variables. Results: Hierarchical regression analysis suggested that being female, neuroticism, conscientiousness, Machiavellianism, and sadism were positively associated with study addiction. However, dark personality traits (i.e., Machiavellianism, sadism) were significantly related to study addiction only in males but not in females. Conclusions: Findings of this preliminary study suggest that dark personality traits may be better at explaining male addictive studying patterns and that gender should be taken into account when investigating the role of personality in the development of study addiction.

The evolution and broad ownership of mobile devices has led to an increased interest to integrate the benefits of mobile learning and augmented reality applications. New possibilities for teaching and learning provided by augmented reality have been increasingly recognized by educational researchers. Mobile augmented reality can provide rich contextual learning for individuals. Currently virtual reality and augmented reality applications are used for training in fields as diverse as trades, military, entertainment, education and health. This chapter will explore different dimensions of mobile augmented reality and exemplify their potential for education. Therefore, how mobile augmented realty applies to education and training domain, and the potential impact on the future of education will be explained. Current status, opportunities and challenges of mobile augmented reality in education, mobile augmented reality applications will be included.