Motivations and passions in m-Facebook use

Passion for an activity and its role on affect: Does personality and the type of activity matter?

While personality traits play a crucial role in a person's general affect, passion for an activity has been shown to partially mediate this relationship, with harmonious passion generally related to positive affect and obsessive passion to negative affect. However, activities are not all the same with some characterized as having "positive" consequences while others as having "negative" consequences. This study examines how passions manifest for two popular activities: physical exercise, an activity with in general "positive" consequences, and social media, an activity with potentially both "positive" and "negative" consequences. We replicate and extend earlier studies which have relied on baskets of heterogenous self-reported activities without distinguishing between activities. We find that, when fully controlling for personality, obsessive passion for physical exercise is positively associated with positive affect while obsessive passion for social media is positively associated with negative affect. However, harmonious passion for either activity has no significant association with any affect. Further, we find that passions for physical exercise relate with conscientiousness while passions for social media with neuroticism.

What Makes Consumers' Intention to Purchase Paid Stickers in Personal Messenger? The Role of Personality and Motivational Factors

Many messengers and social networking services (SNSs) use emojis and stickers as a means of communication. Stickers express individual emotions well, allowing long texts to be replaced with small pictures. As the use of stickers increased, stickers were commercialized on a few platforms and showed remarkable growth as people bought and used stickers with their favorite characters, products, or entertainers online. Depending on their personality, individuals have different motivations for using stickers that determine the usefulness and enjoyment of stickers, affecting their purchase decisions. In the present study, participants (n = 302) who were randomly recruited from a university completed an online questionnaire assessing the Big Five personality characteristics, motivations for using stickers, and the technology acceptance model (TAM). Results using partial least squares structural equation modeling (PLS-SEM) revealed that each personality trait affected different motivations for using stickers. Moreover, motivations for using stickers also influenced different technology acceptance variables. Finally, perceived usefulness, enjoyment, and ease of use had a positive effect on the intention to purchase stickers. This study has implications in that it is an exploratory approach to the intention to purchase stickers, which has been investigated by few prior studies, and it sheds light on the relationship between personality, motivation, and TAM in purchasing stickers. It also suggests that personality and motivation factors can be considered in personalized recommendation services.

Mediation of Problematic Use in the Relationship Between Types of Internet Use and Subjective Well-Being in Schoolchildren

Subjective well-being is a broad category of phenomena that includes people's emotional responses, domain satisfactions, and global judgments of life satisfaction. This research investigates how schoolchildren's subjective well-being is affected by the different types of technology use, in personal contexts, and, concurrently, whether these effects are different when the use of technology is problematic. The central hypotheses are as follows: (1) the use of the Internet affects the subjective well-being of schoolchildren negatively only when this use is problematic and (2) the effect on subjective well-being is different according to the type of Internet use. To respond to the objectives of the research, a survey was applied to 15-year-old adolescents (2,579 cases), distributed in 330 public schools, beneficiaries of a government program for the delivery of personal computers and Internet for a year. The different uses of the Internet were measured using frequency scales by type of activity (social, recreational, and educational). Problematic use scale measured the perception of negative consequences of the intensity of Internet use on a daily basis. Subjective well-being was measured by the Personal Well-Being Index-School Children (PWI-SC). Subsequently, for analytical purposes, three simple mediation models were created, whose dependent variable was PWI-SC, while its independent variables were Internet use scales differentiated by purpose (social, recreational, and educational) and problematic use as a mediating variable, as well as attributes of the subjects and their social environment, which were incorporated as control variables. The main results show that only if Internet use is expressed as problematic does it negatively affect subjective well-being. On the contrary, when the use of the Internet is not problematic, the effect is positive and even greater than the simple effect (without mediation) between these two variables. This finding is relevant, since it allows us to provide evidence that suggests that, when studying the effect that the intensity of the Internet, firstly, one must consider the mediating effect exerted by the network's problematic use and, secondly, that not all types of use have the same impact. Therefore, it is useful to enrich the discussion on subjective well-being and social integration of schoolchildren in the digital age.