A systematic literature review on psychosocial factors of adolescents' online self-disclosure

Paluckaitė, Ugnė; Žardeckaitė-Matulaitienė, Kristina

doi:10.18844/prosoc.v6i1.4154

Cited by 4 publications

(3 citation statements)

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“…It is essential to mention that the majority of studies, analysing online photo disclosure, are based on young adults (mostly university or college students) (Paluckaitė & Žardeckaitė-Matulaitienė, 2019). Thus, the analysis of adolescents' risky photo disclosure online, is still scarce.…”

Section: Introductionmentioning

confidence: 99%

Adolescents’ intention and willingness to engage in risky photo disclosure on social networking sites: Testing the prototype willingness model

Paluckaitė¹,

Žardeckaitė-Matulaitienė²

2021

Cyberpsychology

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Researchers state that around 80-90% of adolescents share photos on social networking sites (SNS) (Anderson & Jiang, 2018), which may have positive and negative consequences on adolescents’ health. However, it is still unclear why adolescents engage in such kind of behaviour. Thus, the aim of this study is to find out if the Prototype Willingness Model (PWM) can explain adolescents’ risky photo disclosure on SNS. To reach this aim, a survey study was conducted among a sample of adolescents (N = 586; Mage = 14.65, SDage = 1.36; 56.9% female). Students were asked to fill in hard copy questionnaires, assessing the factors of reasoned (intention) and reactive (willingness) pathways of the PWM and risky photo disclosure on SNS. In order to test adolescents’ intention and willingness of risky photo disclosure on SNS, structural equation modelling (SEM) analysis was performed using Mplus. The results of the hypothesized model showed acceptable model fit: χ² = 3950.467, p < .001; RMSEA = .064, 90% CI [.062, .067], CFI = .935, TLI = .931. According to the results, we can state that adolescents’ risky photo disclosure on SNS is better explained by the factors of the reasoned pathway (intention) than the reactive pathway (willingness).

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Section: Introductionmentioning

confidence: 99%

Adolescents’ intention and willingness to engage in risky photo disclosure on social networking sites: Testing the prototype willingness model

Paluckaitė¹,

Žardeckaitė-Matulaitienė²

2021

Cyberpsychology

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“…For example, Shea, Fredericksen, Pickett, Pelz, and Swan [31] found that the quality and quantity of interactions were important for students' satisfaction in online classes. Paluckaite, and Zardeckaite-Matulaitiene [26], Hrastinski [18] suggests the online learning theory as online participation and is supported by "all kinds of engaging activities that are synonymous and asynchronous with speech or writing, that online learner participation is a complex process and maintains relationships with others, supported by physical and psychological means".…”

Section: Introductionmentioning

confidence: 99%

“…There are many factors that motivate teachers to teach lessons online or increase their satisfaction via online lessons. According to the results of the researches, making flexible programs, applying new teaching methods and techniques, learning new technologies, natural curiosity, sharing information in different ways, and professional development [19,32,35,26] is one of the factors that motivate teachers to teach online. In addition, the online teaching experience affects teachers' motivation and satisfaction with online teaching.…”

Section: Introductionmentioning

confidence: 99%

Lecturers Views of Online Instructors about Distance Education and Adobe Connect

Caliskan

Kurbanov

Platonova

et al. 2020

Int. J. Emerg. Technol. Learn.

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Due to the epidemic disease COVID-19, all of the trainings continued to be given via distance education. Since the spring semester of the 2019-2020 academic year, courses have been taught via distance education. For the first time, the vast majority of the instructors who delivered these courses offered their courses using Web-based distance education technologies. A new process has been entered due to the epidemic that has affected the world. In this process, educational institutions were caught unprepared. For this reason, since distance education is a new process, it is possible for faculty members to face various problems. Therefore, determining the opinions of the instructors about the distance education process is important for the improvement and development of the distance education system. The aim of this study is to examine the opinions of the lecturers who provide online courses via distance education through the distance education system and to make suggestions for the improvement of the system. For this purpose, interviews with semi-structured questions were held with 15 instructors in Adobe Connect application and the obtained data were analyzed descriptively. The interviews in the zoom application were recorded. The study group of the research consists of faculty members who have not taught online before, using the distance education platform for the first time. The results of the research are determining the opinions of the instructors about technology, online education, competencies, problems and adobe connect. As a result of the research, it has been revealed that the instructors need in-service training to have sufficient information about the online training platforms, they have a sufficient level of interaction with adobe connect connection, and they need immediate communication with the distance education center in technical problems.

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Digital competence in adolescents and young adults: a critical analysis of concomitant variables, methodologies and intervention strategies

Kreuder,

Frick,

Rakoczy

et al. 2024

Humanit Soc Sci Commun

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Digital competence (DC) has received increased attention in society, politics and research in recent years. A particular emphasis has been placed on the importance of empowering adolescents and young adults to become digitally competent and sovereign adults, and that this should be achieved, for example, with the help of educational learning approaches. To provide an overview of research trends in this field, we conducted a scoping review and critical analysis of relevant literature on 15–25-year-olds’ DC, determining factors and consequences under research, methodological preferences and evaluated intervention strategies. Both descriptive techniques and quantitative classification methods (latent class and latent profile analyses) were used in summarising the state of the art. After screening 3605 scientific articles, two samples were further investigated: 230 articles on young people’s overall DC and a subsample thereof covering 20 articles on intervention studies. There were four major findings: (1) Contrary to wide-spread expectations, the number of relevant publications on adolescents’ DC displayed a flatter increase than the total growth of articles in the field. (2) A latent class analysis over concomitant variables revealed three subgroups of articles addressing study-specific, educational or so-called digital divide variables. Notably, little attention could be observed with respect to developmental aspects, including psychosocial variables, despite their critical importance for this age cohort. (3) A second classification of articles’ research designs and methodological foci yielded three latent profiles: university students’ DC level, secondary research on secondary students and DC as a predictor in university contexts. (4) Though most articles emphasised the importance of empowering young people in a digital world, only a few scientifically examined intervention concepts could be found, and these were extremely heterogeneous. We conclude that research on young people’s DC, especially that related to fostering their digital abilities, should be intensified.

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A systematic literature review on psychosocial factors of adolescents' online self-disclosure

Cited by 4 publications

References 0 publications

Adolescents’ intention and willingness to engage in risky photo disclosure on social networking sites: Testing the prototype willingness model

Adolescents’ intention and willingness to engage in risky photo disclosure on social networking sites: Testing the prototype willingness model

Lecturers Views of Online Instructors about Distance Education and Adobe Connect

Digital competence in adolescents and young adults: a critical analysis of concomitant variables, methodologies and intervention strategies

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