Partner Effects of Compulsive Internet Use

Abstract

This study explores whether or not formal authority still matters for college students using Wikipedia by examining the variables of individual perceived credibility, peer endorsement and professor endorsement in relation to students' academic use of Wikipedia. A web survey was used to collected data in fall 2011. A total of 142 students participated in the study, of which a total of 123 surveys were useable for this study. The findings show that the more professors approved of Wikipedia, the more students used it for academic purposes. In addition, the more students perceived Wikipedia as credible, the more they used it for academic purposes. The results indicate that formal authority still influences students' use of usergenerated content (UGC) in their formal domain, academic work. The results can be applicable to other UGC, which calls attention to educators' active intervention to appropriate academic use of UGC. Professors' guidelines for UGC would benefit students.

The imperative of integrating empirical and theoretical considerations when developing policy responses to Internet-gaming disorder

“…( 2016 ) illustrate that specific Internet-literacy factors such as self-regulation and critical reflection of one’s own Internet use work as preventive mechanisms regarding pathological Internet use. In line with their findings, Muusses, Finkenauer, Kerkhof, and Righetti ( 2013 ) and Spada ( 2014 ) showed that impaired self-regulation is associated with symptoms of Internet-use disorder. In addition, former studies have already emphasized the relevance of cognitive factors for IGD as well as the importance of healthy coping strategies ( Dong et al., 2010 ; Pawlikowski & Brand, 2011 ; Sun et al., 2009 ; Young & Brand, 2017 ; Zhou et al., 2010 ).…”

A Dyadic Test of the Association Between Trait Self-Control and Romantic Relationship Satisfaction

“…The original sample consisted of 199 heterosexual newlywed couples (five waves with annual assessments; for a description of the first two waves of the study, see Finkenauer et al, 2009 ; for a description of the waves 3, 4, and 5 of the study, see Muusses et al, 2015 ) in the Netherlands. Men and women in the first assessment were 32.91 ( SD = 4.87) and 29.97 ( SD = 4.25) years old, respectively.…”

I Gave Too Much

“…During the laboratory intake, participants completed several questionnaires including the 10-item Self-Esteem Scale (Rosenberg, 1965; e.g., “On the whole, I am satisfied with myself”; α = .89), attachment style (Adult Attachment Questionnaire [AAQ]; Simpson, 1990; 8 items for avoidant; e.g., “I’m not very comfortable having to depend on other people”; α = .74; 5 items for anxious; e.g., “I often worry that my partners don’t really love me”; α = .60), 3 relationship satisfaction (Rusbult, Martz, & Agnew, 1998; 4 items; “I feel satisfied with our relationship”; α = .82), commitment (Rusbult et al, 1998; 7 items; “I want our relationship to last for a very long time”; α = .81), trust (Dutch version of Rempel, Holmes, & Zanna, 1985; see also Muusses, Finkenauer, Kerkhof, & Righetti, 2015; 12 items; “I know that my partner will always be there for me and willing to offer me strength and support”; α = .83), and the Life Satisfaction Scale (Diener, Emmons, Larsen, & Griffin, 1985; 3 items; e.g., “I am satisfied with my life”; α = .86) on a 7-point scale (1 = strongly disagree , 7 = strongly agree ). Participants were also asked about the frequency of past sacrifices (1 item: “In the past 3 months, how often have you sacrificed for your partner?”; 1 = never , 7 = extremely often ).…”