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Zhang S, Zhang Y, Xue D, Zhang H, Chao M, Liu T. What Are the Differences in Psychological Outcomes Between People Who Posted COVID-19-Related Content on Social Media and Those Who Did Not? Psychiatry Investig 2023; 20:43-51. [PMID: 36721885 PMCID: PMC9890044 DOI: 10.30773/pi.2022.0146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 10/23/2022] [Indexed: 01/26/2023] Open
Abstract
OBJECTIVE During the lockdown of cities and home quarantine, media became the only way for people to conveniently get coronavirus disease-2019 (COVID-19)-related information. And media engagement was closely related to psychological outcomes. But fewer researchers took COVID-19-related posting behaviors into consideration. Therefore, the present study aimed at examining the differences in psychological outcomes between people who posted COVID-19-related content on social media and those who did not. METHODS The present study included 917 participants (304 males, 613 females) who had answered the questionnaires of media engagement, positive affect, negative affect, depression, anxiety, stress, satisfaction with life, death anxiety, and meaning in life. RESULTS Results of t-tests showed that the Post group had lower levels of negative affect, anxiety, stress, and death anxiety than the Not Post (Npost) group. Network comparison tests indicated that the Npost group's network and the Post group's network differed in global strength, two edge-weights, and node centrality indices. CONCLUSION The results indicated that more attention should be paid to people who did not post any COVID-19-related content, especially when they have higher levels of stress and depression to prevent comorbidities. And for people who posted content, more attention should be paid when they have a higher level of negative affect.
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Affiliation(s)
- Shu Zhang
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Yanwen Zhang
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin, China.,Faculty of Psychology, Tianjin Normal University, Tianjin, China.,Tianjin Social Science Laboratory of Students' Mental Development and Learning, Tianjin, China
| | - Dini Xue
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China
| | - Huan Zhang
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin, China.,Faculty of Psychology, Tianjin Normal University, Tianjin, China.,Tianjin Social Science Laboratory of Students' Mental Development and Learning, Tianjin, China
| | - Miao Chao
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin, China.,Faculty of Psychology, Tianjin Normal University, Tianjin, China.,Tianjin Social Science Laboratory of Students' Mental Development and Learning, Tianjin, China
| | - Tour Liu
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin, China.,Faculty of Psychology, Tianjin Normal University, Tianjin, China.,Tianjin Social Science Laboratory of Students' Mental Development and Learning, Tianjin, China
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Li X, Gao Z, Liao H. The Effect of Critical Thinking on Translation Technology Competence Among College Students: The Chain Mediating Role of Academic Self-Efficacy and Cultural Intelligence. Psychol Res Behav Manag 2023; 16:1233-1256. [PMID: 37089820 PMCID: PMC10120820 DOI: 10.2147/prbm.s408477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 04/12/2023] [Indexed: 04/25/2023] Open
Abstract
Background It is increasingly essential for translators to possess a high level of technological proficiency to succeed in their work, as technology is becoming an integral part and common practice of the translation industry. Several previous studies found that critical thinking, academic self-efficacy, and cultural intelligence independently influenced the translation competence of college students. However, the underlying psychological mechanism through which these salient factors affect student translators' technology competence has not been fully explored. Therefore, this research sought to examine the systematic interactions between critical thinking, academic self-efficacy, cultural intelligence, and translation technology competence among college students. Methods This study adopted an empirical approach to collect data from 663 seniors from 7 colleges in China. The questionnaires of the Critical Thinking Disposition Scale (CTDS), General Academic Self-Efficacy Scale (GASE), Short Form measure of Cultural Intelligence (SFCQ), and Translation Technology Competence Scale (TTCS) were used for the online survey. The quantitative data were investigated by employing descriptive statistics with SPSS 27, covariance-based structural equation modelling with AMOS 24 to test the proposed hypotheses by assessing relationships between observed and latent variables, and bootstrap method with PROCESS 3.5 to examine the mediating effects. Results Critical thinking, academic self-efficacy, and cultural intelligence were significant predictors of students' translation technology competence. Additionally, academic self-efficacy and cultural intelligence acted as independent and chain mediators in the relationship between critical thinking and student translators' technology competence. Conclusion The findings provide valuable insight into how psychological factors, including critical thinking, academic self-efficacy, and cultural intelligence, can impact students' competence in translation technology. This study contributes to future research and practices that seek to understand how these psychological factors can be leveraged to promote students' success in translation technologies.
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Affiliation(s)
- Xiang Li
- School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, 617000, People’s Republic of China
| | - Zhaoyang Gao
- School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, 617000, People’s Republic of China
- Correspondence: Zhaoyang Gao, School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, 617000, People’s Republic of China, Email
| | - Hong Liao
- School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, 617000, People’s Republic of China
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