The drawbacks of Information and Communication Technologies: Interplay and psychopathological risk of nomophobia and cyber-bullying, results from the bullying and youth mental health Naples study (BYMHNS)

Traditional bullying and cyberbullying in the digital age and its associated mental health problems in children and adolescents: a meta-analysis

Bullying is a risk factor for the physical and mental health of adolescents. The advent of new technologies has resulted in a brand-new type of bullying, cyberbullying (CB). The co-occurring effects of cyberbullying and traditional bullying(TB) forms of bullying on adolescent mental health are unclear. We performed a meta-analysis to explore the unique and combined effects of CB and TB on adverse psychological outcomes in victims by conducting a joint study of both types of bullying. By doing so, we provide the basis for a comprehensive community bullying prevention program. The database PubMed, PsyclNFO, and Web of Science were searched for studies from 2010 to 2021. The Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) reporting guideline was followed for data abstraction, and the NIH tool was used to evaluate study-level risk of bias. 42 studies with 266,888 participants were identified. Random-Effect models were used for our study. The moderator analysis was used to explore the moderator of prevalence. Studies with three groups of victims (TB only, CB only, and Both) and two groups of victims (TB and CB) were compared in subgroup analysis. The mean victimization rate was 24.32% (95% CI 20.32-28.83%) for TB and 11.10% (95% CI 9.12-13.44%) for CB. Roughly one-third of TB victims were also victimized by CB. Conversely, only about one-third of CB victims were free from TB. The estimated ORs for depression, suicidal ideation, suicide attempts, and self-harm in the three-group (TB only, CB only and Both) analysis were: depression [TB only: 3.33 (2.22-5.00); CB only: 3.38 (2.57-4.46); Both: 5.30 (2.43-11.56)]; suicidal ideations [TB only: 3.08 (2.12-4.46); CB only: 3.52 (2.38-5.20); Both: 6.64 (4.14-10.64)]; self-harm [TB only: 2.70 (1.86-3.91); CB only: 3.57 (3.20-3.98); Both: 5.57 (2.11-16.00)]; and suicide attempts: [TB only: 2.61 (1.50-4.55); CB only: 3.52 (2.50-4.98); Both: 7.82 (3.83-15.93)]. TB and CB victimization among youth are a matter of public health concern. Victimization appears to be a marker of greater psychopathological severity, particularly suicide-related issues.

Attachment Anxiety and Nomophobia: A Moderated Parallel Mediation Model

Nomophobia is the state of being anxious or disturbed when feeling disconnected from the digital world and can have a significant impact on individuals' health and well-being. Drawing upon attachment theory and the previous literature on nomophobia, this study aims to understand how attachment anxiety influences nomophobia and whether this relationship differs between males and females. In the Human Penguin Project (HPP) (N = 1221; 12 countries; participants aged ≥20 years), the Experiences in Close Relationships Questionnaire-Revised (ECR-R), the Toronto Alexithymia Scale (TAS-20), the Perceived Stress Scale (PSS), and the Nomophobia Questionnaire (NMP-Q) were used to assess attachment anxiety, alexithymia, perceived stress, and nomophobia, respectively. The results demonstrated that (1) there were significant positive correlations between attachment anxiety, nomophobia, alexithymia, and perceived stress. Additionally, (2) there was a direct and significant effect of attachment anxiety on nomophobia, and alexithymia and perceived stress partially mediated this relationship. Finally, (3) gender significantly moderated the relationship between attachment anxiety and nomophobia. Specifically, the predicted effect was significant in both males and females, but the direct effect of attachment anxiety and nomophobia was stronger in males.

The Prevalence of Mild, Moderate, and Severe Nomophobia Symptoms: A Systematic Review, Meta-Analysis, and Meta-Regression

NOMOPHOBIA, or NO MObile PHone Phobia, refers to a psychological condition in which people fear being disconnected from their mobile phones. The purpose of this review was to establish the prevalence of nomophobia symptoms in youth and young adults according to severity, country, culture, population, measurement tool, and year of data collection. An electronic search of fourteen databases, two digital preservation services, and three content aggregator services was conducted from the inception of each database until 15 September 2021. A total of 52 studies involving 47,399 participants from 20 countries were included in the analyses. The prevalence of nomophobia was defined as the proportion of individuals scoring at or above established cut-offs on validated measures. Based on a random-effects meta-analysis, approximately 20% of individuals showed mild symptoms of nomophobia, 50% showed moderate symptoms, and 20% showed severe symptoms. Our results showed that university students from non-Western cultures are the most likely to suffer severe symptoms. In the year 2021, the prevalence rate of nomophobia increased. The instrument that was best able to detect nomophobia was the nomophobia questionnaire. Most individuals who own mobile phones experience mild or moderate symptoms of nomophobia. Severe symptoms deserve attention from clinicians and research scientists. A valid method of identifying individuals with a severe addiction to their mobile phones will help with timely and effective therapeutic management.

The influence of parental autonomy support on cyberbullying victimization of high school students: A latent moderation analysis

OBJECTIVE

To explore the relationship between parental autonomy support and cyberbullying victimization and the role of mobile phone addiction and teacher-student relationships.

METHOD

Using the Perceived parental autonomy support scale, the Smartphone Addiction Scale, the Teacher-Student Relationship Questionnaire, and the Cyberbullying Victimization Scale, 1297 high school students were surveyed and a model based on latent moderated structural equation method was adopted.

RESULTS

(1) Parental autonomy support can predict the level of cyberbullying victimization of high school students; (2) Mobile phone addiction plays a part of the mediating role between parental autonomy support and high school students' cyberbullying victimization; (3) With the increase of the level of teacher-student relationship, the predictive effect of parental autonomy support on mobile phone addiction gradually increases, and the predictive effect of parental autonomy support and mobile phone addiction on internet victimization becomes insignificant.

CONCLUSION

A good teacher-student relationship helps to enhance the positive effect of parental autonomy support on high school students' mobile phone addiction and alleviate the negative effects of parental autonomy support as well as mobile phone addiction on increasing the risk of cyberbullying victimization among high school students.

Víctimas de ciberviolencia: formas, prevalencia y diferencias de género

Esta investigación tiene como objetivo analizar la cibervictimización en adolescentes escolarizados, por medio de un estudio descriptivo en una muestra de 656 estudiantes de básica secundaria y media de una institución educativa colombiana, a quienes se les aplicó el Cuestionario de Cibervictimización en Estudiantes de Secundaria. Los resultados evidencian que el 63,41% de los estudiantes manifiestan haber sufrido de cibervictimización, presentándose en mayor medida en quienes no se identifican con ninguno de los dos géneros, seguido de los géneros masculino y femenino, respectivamente. En cuanto a los tipos de cibervictimización, se presenta en mayor medida la relacional sexual, sufrida principalmente por niñas, seguida de la exclusión online, presente mayormente en los niños, y la cibervictimización verbal-escrita, la cual se presenta en la misma medida en los dos géneros. Se concluye que es necesario establecer estrategias que contribuyan a mejorar la convivencia en espacios virtuales frecuentados por los escolares colombianos.

The Mobile Phone Addiction and Depression Among High School Students: The Roles of Cyberbullying Victimization, Perpetration, and Gender

Objective

To examine the relation between mobile phone addiction and high school students' depression, and its inner mechanism-the sequential mediating roles of the cyberbullying victimization and the cyberbullying perpetration in this relationship.

Methods

1297 high school students were recruited to complete the Smartphone Addiction Scale, European Cyberbullying Intervention Project Questionnaire and the Center for Epidemiological Studies Depression Scale.

Results

(1) Mobile phone addiction was positively correlated with and high school students' depression; (2) cyberbullying victimization and the cyberbullying perpetration significantly mediated the relation between mobile phone addiction and high school students' depression, which contained tow mediating paths-the independent mediating effects of cyberbullying victimization and the sequential mediating effect of cyberbullying victimization and the cyberbullying perpetration; (3) there are gender differences in the sequential mediation model, and boys who are victims of cyberbullying are more likely to develop into cyberbullying perpetrators than girls.

Conclusion

The results of this study indicate that depression among high school students with mobile phone addiction can be eliminated through the development of cyberbullying victimization and the cyberbullying perpetration.

Adaptation of the European Portuguese Version of the Nomophobia Questionnaire for Adolescents, Factor Structure and Psychometric Properties

Nomophobia can be defined as a digital age phobia consisting of an excessive fear of being without a smartphone. Nomophobia negatively impacts physical and mental health, particularly in children and adolescents. This study aimed to test the factor structure and psychometric properties of the European Portuguese version of the Nomophobia Questionnaire for Adolescents (NMP-Q-A). Sample 1 comprised 338 adolescents (58.6% girls), with a mean age of 13.55 (SD = 2.07) years old, and was used to examine the factor structure of the NMP-Q-A, its psychometric properties and the association with other constructs. Sample 2 included 193 adolescents (53.9% boys), with a mean age of 13.61 (SD = 0.80) years old and was used to further test the NMP-Q-A factor structure. One higher-order factor with four lower-order factors structure revealed a good fit to the data in both samples. The NMP-Q-A showed good reliability, construct and concurrent validity. Girls showed higher nomophobia. Adolescents showing more nomophobia revealed more smartphone addiction and psychopathological symptoms and lower quality of life. The NMP-Q-A showed to be a valid and reliable measure to be used in clinical and educational settings.

The Relation of Callous-Unemotional Traits and Bullying in Early Adolescence Is Independent from Sex and Age and Moderated by Conduct Problems

In youths, callous–unemotional (CU) traits and conduct problems (CP) are independently associated with bullying perpetration and these effects are also observed when controlling for sex. Moreover, research indicates that the co-existence of high levels of both CU and CP further increase the risk. Although several studies have examined the relationship between CU traits and traditional bullying, few have also included a measure of cyberbullying and very few of them have focused the early adolescence. The aim of this study was to replicate and extend these findings in a large sample of Italian early adolescents considering both traditional and cyberbullying behaviors. Data were extracted from the Bullying and Youth Mental Health Naples study (BYMHNS) which included 2959 students of 10–15 years of age. CP, CU traits, traditional bullying behaviors, and cyberbullying behaviors were assessed by multi-item self-report scales. As expected, we replicated the significant and specific association between CU traits and traditional bullying, extending the findings to cyberbullying. In addition, in the latter case the effect was moderated by CP. The theoretical and clinical implications of these results were discussed.

Suicide Prevention: University Students' Narratives on Their Reasons for Living and for Dying

Social isolation and loneliness are increasing in our contemporary western society and seem to correlate with suicide in adolescents and young adults. Social Workers are a potential resource to create such initiatives and projects that promote inclusion and cohesion within communities, a protective factor against suicide. Sixty-two Social Work BA students participated in a Death Education course based on education on suicide prevention. Participants carried out two activities. First, they were invited to complete two written semi-structured interviews on young people's reasons for living and dying. Second, they were invited to design suicide prevention interventions targeted at their peers and adolescents. Data were analyzed qualitatively within the Thematic Analysis framework. As regards the first activity, four main themes were identified: (1) Internet and social media; (2) social isolation and loneliness; (3) the importance of proximal relationships; and, (4) the importance of networking between proximal relationships, educational institutions and mental health services. Whereas, as for suicide prevention interventions, three main ideas were identified: (1) suicide prevention through community and networking between services; (2) academic institutions: high schools and universities; and, (3) suicide prevention through new technologies. To conclude, Death Education as education on suicide prevention can offer young people a space in which to voice their and their peers' reasons for living and dying and to reflect upon their contribution to suicide prevention as students and as future professionals.

Mobile learning acceptance in social distancing during the COVID-19 outbreak: The mediation effect of hedonic motivation

M‐learning is a trending field in educational organizations, companies, and also for individual study. However, in some regions the ampleness of the phenomenon is not quantifiable or comparable due to the lack of an adequate framework and reliable metrics. Our research intends to make a little light by assessing the degree of m‐learning adoption in students at a moment when face‐to‐face education moved suddenly online due to the COVID‐19 outbreak's rapid and unpredictable spread. A new model relying on the Unified Theory of Acceptance and Use of Technology (UTAUT) was built to investigate and explain relationships between constructs. It reveals the key factors affecting technology adoption by considering hedonic motivation a mediator instead of an exogenous variable as in UTAUT2. Based on an analysis of 311 higher education learners, the way how performance expectancy, effort expectancy, social influence, and facilitating conditions influence directly or indirectly the behavioral intention is researched. The analysis was conducted employing partial least squares structural equation modeling. The strongest relationship is between hedonic motivation and behavioral intention followed by the one between perceived effectiveness and hedonic motivation. Age, gender, and experience moderate the model's relationships. Research contributes to theory development by successfully adjusting the original UTAUT model. Results indicate that universities may offer learners an enjoyable m‐learning experience by activating social support groups and inserting gameplay elements into the learning system.

Problematic Smartphone Use in Spanish and Italian University Students

Sustainable education requires the proper usage of technological devices. Among these is the smartphone, which is used by millions of young people around the world in today’s society. The objective of this study was to understand the smartphone usage profile of Spanish and Italian university students. It also aimed to identify possible problematic uses, and the differences in smartphone use (or abuse) between the participating subjects. The study was descriptive and comparative, with the intentional sampling of N = 1412 subjects studying at the education faculties of the University of Alicante (UA) and the Suor Orsola Benincasa University (UNISOB). A previously-validated questionnaire with 27 items was employed during the 2019–20 academic year. The data was analysed using the SPSS 25 programme. Descriptive and inferential analyses were carried out. The results obtained after the analysis of the data indicated that, of the four possible user types—occasional, habitual, at risk, and problematic—more than half of the sample identified themselves as habitual users. It can be concluded that there are significant differences between the universities: the UA students exhibited more problematic use than the UNISOB students. It is therefore necessary to prepare training programmes that are designed to avert problematic behaviours related to smartphone use.