Current evidence suggests that dating app users experience greater body dissatisfaction than nonusers. However, these were mostly based on studies of sexual minority men (SMM) or studies that did not consider the effects of sexual orientation. In this study, we reexamined the association between dating app use and male body image using two culturally diverse samples, taking into account the potential confounding or moderating effect of sexual orientation. Male participants from Singapore (n = 201; 71 users) and Sweden (n = 279; 108 users) completed an online survey on dating app use and measures of body image disturbance and dissatisfaction. Hierarchical regression analyses revealed that while dating app use indeed predicted overall dissatisfaction and muscularity dissatisfaction in the Singaporean sample, and body image disturbance, overall dissatisfaction, and height dissatisfaction in the Swedish sample, this ceased to be the case after we controlled for sexual orientation, except for height dissatisfaction in the Swedish sample. A moderation effect was also found in the Swedish sample: while SMM users had greater muscularity dissatisfaction than nonusers, this difference was not seen for heterosexual men. This study highlights the importance of considering both sexual orientation and cultural differences in the relationship between dating app use and body image. Public Significance StatementDating app use is purported to be associated with poorer body image. However, we found that after accounting for sexual orientation, dating app use largely ceased to predict male body image outcomes. Thus, dating app use may not be as problematic as previously thought, and if any, its effects appear to be particular to sexual minority men.

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^^LTHOUGH some students are disturbed by the difficulty of arriving at a definition which is not the definition, definitions are valuable if we assume that they are an aid to understanding a concept and not a means of formmg dogmatic categories. DefinitionsThe present-day nature of educational research is much more difficult to describe than the casual teacher-observer would suspect. In spite of the fact that nearly every leader in education has defined the field, some educational practitioners in the public schools stUl conceive of research in a narrow, thesis writing kind of framework. Stein has said that there are but two kmds of research-static and dynamic. Even the venerable W. W. Charters used the terms "pure research" and "practical research," which today smacks of name-calling. W. H. Kilpatrick has cited three basic methods of research-scientific, historical and philosophical; however, Whitney declared that this was not a logical categorization.There are many definitions of research, some of which would

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