Computers in Human Behavior最新文献

{"title":"Swipe right to consent: How dating app usage by young adults contributes to sexual objectification and sexual consent miscommunication","authors":"Andrea M. Smith ,&nbsp;Adriana S. Mucedola ,&nbsp;Katelyn La ,&nbsp;Rebecca R. Ortiz ,&nbsp;Yu Tian","doi":"10.1016/j.chb.2025.108621","DOIUrl":"10.1016/j.chb.2025.108621","url":null,"abstract":"<div><div>Although mobile dating applications (apps) are one of the most common ways for young adults in the United States to meet potential dating partners, online dating platforms have been inadequately examined in relation to young adults' offline sexual health practices. Grounded in objectification theory, this study explored how young adults' use of dating apps—and specifically whether their sexualized perceptions of and interactions with others—related to their ability to discuss sexual consent with sexual partners they met on those apps. We conducted an online survey of a national sample (<em>N</em> = 1045) of young adults in the U.S. on this topic. Results revealed that the more frequently participants used dating apps, the more they engaged in the sexual objectification of others on dating apps. Participants who were prone to sexually objectifying others on dating apps were also more likely to endorse ‘digital consent cues’ (the assumption that matching or exchanging DMs implies consent to sex) and reported greater difficulty discussing sexual consent with partners they met through such apps. The study yields insights into how dating apps and their technological affordances may alter or dimmish offline conversations about consent, making theoretical contributions and proposing solutions to foster the development of healthy and equitable sexual relationships.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"167 ","pages":"Article 108621"},"PeriodicalIF":9.0,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143520719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technostress among teachers: A systematic literature review and future research agenda","authors":"Dong Yang ,&nbsp;Jialin Liu ,&nbsp;Huanhuan Wang ,&nbsp;Peng Chen ,&nbsp;Chaoyi Wang ,&nbsp;Ahmed Hosny Saleh Metwally","doi":"10.1016/j.chb.2025.108619","DOIUrl":"10.1016/j.chb.2025.108619","url":null,"abstract":"<div><div>Technostress refers to an individual’s inability to engage with emerging computer technologies in a constructive and healthy manner. Moreover, teaching is increasingly recognized as a stressful profession, with recent studies indicating a rise in technostress among educators. However, current research has failed to holistically map the sources, outcomes, and mitigation strategies for technostress among teachers. In this systematic review, we analyzed 54 studies sourced from Scopus, PubMed, and Web of Science to outline the landscape of technostress and identify key factors, including sources, outcomes, and strategies for mitigation. Our findings reveal a notable increase in research on teachers’ technostress since 2018, especially during the COVID-19 pandemic, with a predominant focus on studies from Asia and a significant absence of perspectives from North America. Common identified sources of technostress include technological factors, workplace conditions, and personal perceptions. Furthermore, the findings emphasize that technostress affects teachers’ well-being and overall job performance. Although research on the mitigation of technostress remains limited, several effective strategies have emerged at the personal (e.g., boosting resilience, promoting information technology mindfulness, and fostering meaningful work perceptions) and organizational (e.g., enhancing digital literacy, providing organizational flexibility, and offering technical support) levels. Finally, despite the current studies covering the sources and consequences of technostress, they provide an incomplete understanding of the formation of technostress. Overall, the gap in the literature highlights the urgent need to investigate the formation and mitigation of technostress among teachers at all levels. Our review provides up-to-date information for researchers, educators, and teachers about technostress and its mitigation.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"168 ","pages":"Article 108619"},"PeriodicalIF":9.0,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143535161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive effort in virtual worlds in the metaverse versus instant messaging: Disruptive impacts on team performance and strategies for recovery","authors":"Surinder Kahai","doi":"10.1016/j.chb.2025.108620","DOIUrl":"10.1016/j.chb.2025.108620","url":null,"abstract":"<div><div>Virtual worlds (VWs), an integral part of the metaverse, offer immense potential for virtual team collaboration. However, adoption challenges persist due to subpar user experience, highlighting the need to address the theoretical gap in understanding collaboration within VWs versus traditional virtual tools. This study applies Media Naturalness Theory (MNT) to compare cognitive effort, a vital user experience indicator, in VWs and instant messaging (IM). It also examines cognitive effort's impact on team performance, assessing two interventions: self-paced training and an icebreaker exercise. Data from three experiments reveal that VWs demand higher cognitive effort, resulting in diminished team performance. Self-paced training significantly narrows the cognitive effort gap between VW and IM users, while the icebreaker exercise reduces cognitive effort for both. These findings address the theoretical gap by suggesting that VW adoption hesitancy may stem from unfavorable comparisons with familiar alternatives and by emphasizing the importance of such comparisons to avoid misrepresenting VWs as inherently superior. This study also highlights the importance of media theories like MNT, which emphasize both media characteristics and user adaptation, for understanding collaboration challenges in VWs. It contributes to practice by identifying interventions to reduce the cognitive effort disparity between VWs and IM.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"167 ","pages":"Article 108620"},"PeriodicalIF":9.0,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of smartphone restriction on cue-related neural activity","authors":"Mike M. Schmitgen ,&nbsp;Gudrun M. Henemann ,&nbsp;Julian Koenig ,&nbsp;Marie-Luise Otte ,&nbsp;Jakob P. Rosero ,&nbsp;Patrick Bach ,&nbsp;Sophie H. Haage ,&nbsp;Nadine D. Wolf ,&nbsp;Robert C. Wolf","doi":"10.1016/j.chb.2025.108610","DOIUrl":"10.1016/j.chb.2025.108610","url":null,"abstract":"<div><div>With the increasing popularity of smartphones in the past decades, physical, social, and psychological consequences of excessive smartphone use (ESU) have been increasingly debated. Cue-reactivity (CR) has been discussed as a core mechanism driving this behavior, and previous studies have highlighted distinct neural mechanisms underlying CR in individuals with ESU. Here, we used a functional MRI (fMRI) CR-paradigm to investigate the effects of smartphone restriction over 72 h in 25 young adult smartphone users. The CR-task used contrasts of images showing smartphones vs. neutral stimuli and active vs. inactive smartphones. Region-of-interest based correlations with psychometric scores were performed, and activity changes after 72 h were investigated on a neurochemical level using neurotransmitter probability maps. CR-related brain activity changes over time were most prominent in the nucleus accumbens and anterior cingulate cortex (p &lt; 0.001). Such changes were significantly associated with dopamine- and serotonin-receptor probabilities (p_FDR &lt; 0.05). Significant associations between parietal cortex activity and craving were detected (p &lt; 0.05). This study provides evidence for CR-related modulation of neural activity in key regions of salience, motor-inhibition, and reward processing after 72 h smartphone restriction. The identified neural mechanisms may substantially promote addictive behavior in people at risk for ESU.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"167 ","pages":"Article 108610"},"PeriodicalIF":9.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143520718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the spectrum of problematic online behaviors in Chinese adolescents: A network analysis of smartphone, gaming, and social media use","authors":"Shuangli Zhang ,&nbsp;Sheng Tao ,&nbsp;Yan-Li Zhang ,&nbsp;Jun Zhou ,&nbsp;Jie Wei ,&nbsp;Min Chen ,&nbsp;Qiang Hu ,&nbsp;Hui Zheng ,&nbsp;Zi-Liang Wang","doi":"10.1016/j.chb.2025.108611","DOIUrl":"10.1016/j.chb.2025.108611","url":null,"abstract":"<div><h3>Background and aims</h3><div>The rapid development of digital technology has led to an increase in problematic online behaviors (POBs), including excessive smartphone use, gaming, and social networking site, particularly among adolescents. This study used data from Chinese adolescents to (1) examine the spectrum hypothesis, which posits that POBs are interrelated yet distinct, (2) test a previously proposed POB taxonomic framework by investigating the relationships between smartphone use and two other POBs, and (3) explore sex-specific differences in the symptom network.</div></div><div><h3>Methods</h3><div>We conducted a cross-sectional study of 7184 adolescents from two Chinese cities. Participants were assessed for problematic usage of smartphones (PUS), video gaming (PUVG), and social networking (PUSN) using validated psychometric tools. Network analysis was applied to evaluate symptom associations within and across POB types, and network community detection alongside confirmatory factor analysis was used to identify underlying structures. Network comparison testing was performed to examine sex differences.</div></div><div><h3>Results</h3><div>Stronger associations and communities were observed within specific POB types than between them, supporting the spectrum hypothesis. Core symptoms included PUS-escapism, PUSN-withdrawal, and PUVG-loss of control. Escapism and withdrawal also served as bridge symptoms. Network comparison revealed denser symptom networks among females, instead of males.</div></div><div><h3>Conclusions</h3><div>These findings underscore the importance of considering distinct POB types in adolescents. Future research and clinical strategies should prioritize content-based identification of POBs and devote greater attention to female adolescents. Collaboration among psychologists, clinicians, and policymakers is crucial to address the mental health challenges of the digital era.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"167 ","pages":"Article 108611"},"PeriodicalIF":9.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143512444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal relationship between gaming disorder symptoms, hyperactivity/inattention symptoms and aggression among Chinese adolescents: Within-person and between-person effects","authors":"Shuai Chen ,&nbsp;Jinqian Liao ,&nbsp;Xu Wang ,&nbsp;Jiayi Li ,&nbsp;Yanling Liu ,&nbsp;Wei Zhang","doi":"10.1016/j.chb.2025.108608","DOIUrl":"10.1016/j.chb.2025.108608","url":null,"abstract":"<div><div>Gaming disorder is a global issue that impacts adolescents’ social development. Aggression and hyperactivity/inattention symptoms have been suggested as core risk factors and adverse consequences for gaming disorder symptoms. However, longitudinal studies on the directionality of these relationships are scarce, and most do not distinguish within-person and between-person effects. To address this gap, a one-year longitudinal study was performed using data collected in three waves from 1296 Chinese adolescents (<em>M</em>_age = 13.73 ± 1.49, aged 11–17 years, 50.85% girls). We applied random intercept and traditional cross-lagged panel models to examine the within-person and between-person effects. At the within-person level, findings suggested a unidirectional relationship that gaming disorder symptoms increased the symptoms of hyperactivity/inattention and aggression, but not vice versa. The between-person results showed significant relationships between these variables, and that hyperactivity/inattention symptoms were a mediating mechanism for the longitudinal relationship between gaming disorder symptoms and aggression. These findings deepen the directional understanding of the relationships between them, and emphasize the critical role of gaming disorder symptoms in the development of hyperactivity/inattention symptoms and aggression among adolescents.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"167 ","pages":"Article 108608"},"PeriodicalIF":9.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Restrictions in social media engagement and User's fairness perception","authors":"Seung Hwan \"Shawn\" Lee (Associate Professor) ,&nbsp;Kyoung-Nan Kwon (Professor)","doi":"10.1016/j.chb.2025.108609","DOIUrl":"10.1016/j.chb.2025.108609","url":null,"abstract":"<div><div>This study investigates the effects of restricting user engagement on fairness perceptions within social media platforms. Using experimental methods, we find that limiting user participation, particularly in providing negative feedback, significantly reduces perceptions of procedural and overall fairness. Notably, users who highly value self-expression are especially sensitive to these restrictions, showing heightened concern when their ability to contribute is curtailed. Our research establishes a direct link between changes in engagement policies and user perceptions of fairness and trust, suggesting that prioritizing content creators over users may undermine trust and future usage intentions. Furthermore, procedural fairness is affected by the opportunity to provide feedback, irrespective of its influence on outcomes. These insights underscore the importance of tailoring engagement policies to the platform's primary function, whether for socializing, entertainment, or information sharing.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"167 ","pages":"Article 108609"},"PeriodicalIF":9.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Avatar-mediated communication in collaborative virtual environments: A study on users’ attention allocation and perception of social interactions","authors":"Chen Li ,&nbsp;Yixin Dai ,&nbsp;Guang Chen ,&nbsp;Jing Liu ,&nbsp;Ping Li ,&nbsp;Horace Ho-shing Ip","doi":"10.1016/j.chb.2025.108598","DOIUrl":"10.1016/j.chb.2025.108598","url":null,"abstract":"<div><div>Collaborative virtual environments (CVEs) facilitate avatar-mediated communication (AMC), where users interact using human-like virtual characters in shared virtual worlds, enhancing the attractiveness, attentiveness, and connectedness of remote social experiences and thus becoming extremely popular nowadays in various application domains such as education and healthcare. Understanding how different aspects of avatar behaviours influence various types of social interactions is crucial for improving the design of CVEs. Grounded in a theoretical framework based on avatar anthropomorphic realism, nonverbal social cues, eye-mind hypothesis, and interaction process analysis, this study investigates the impact of avatars’ gaze behaviours on users’ attention allocation and perceptions during AMC in CVEs. A two-arm randomised controlled trial (RCT) with 60 participants (29 males and 31 females) compared static gaze and natural gaze avatars during socio-emotional and task interactions. Three-dimensional eye-tracking data revealed distinct attention patterns across three primary nonverbal social cues: eye gaze, head orientation, and pointing gesture. Furthermore, avatars’ gaze type and interaction type were both found to significantly affect participants’ attention allocation; natural gaze behaviour and task interactions mitigated the general gaze-avoidance pattern observed in previous studies. However, avatars’ gaze type did not impact participants’ perceptions of social presence and anxiety. This research provides a nuanced understanding of attention allocation across nonverbal social cues during AMC and underscores the importance of avatars’ gaze and interaction types, highlighting important implications for the future design of CVE to enhance attention coordination and communication. Additionally, it calls for more comprehensive studies to explore avatars’ anthropomorphic realism and its effects on user perceptions and overall experience during AMC.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"167 ","pages":"Article 108598"},"PeriodicalIF":9.0,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing the emotional aspects of language education through generative artificial intelligence (GenAI): A qualitative investigation","authors":"Lucas Kohnke ,&nbsp;Benjamin Luke Moorhouse","doi":"10.1016/j.chb.2025.108600","DOIUrl":"10.1016/j.chb.2025.108600","url":null,"abstract":"<div><div>This qualitative study investigates the impact of generative artificial intelligence (GenAI) on the emotional engagement, motivation and well-being of first-year university students in Hong Kong. We conducted semi-structured interviews with 21 students and three instructors to explore their perceptions of how GenAI influences the affective dimensions of language learning. The data were analyzed using manual coding and inductive thematic analysis to identify key themes. The findings revealed that GenAI generally enhances students’ motivation, reduces anxiety and stress, and fosters an emotionally supportive learning environment. However, challenges related to cultural context and technical issues were also identified. The study highlights the pivotal role of instructors in shaping students’ experiences with GenAI and underscores the need for ongoing support and professional development. It also demonstrates the importance of cultural sensitivity, technological infrastructure and balance. The study is valuable for those who aim to harness GenAI while preserving the irreplaceable human elements of teaching. It contributes to the growing body of knowledge on integrating AI in language learning.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"167 ","pages":"Article 108600"},"PeriodicalIF":9.0,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student perspectives on banning mobile phones in South Australian secondary schools: A large-scale qualitative analysis","authors":"Eran Bar ,&nbsp;Marcela Radunz ,&nbsp;Christina R. Galanis ,&nbsp;Blake Quinney ,&nbsp;Tracey D. Wade ,&nbsp;Daniel L. King","doi":"10.1016/j.chb.2025.108603","DOIUrl":"10.1016/j.chb.2025.108603","url":null,"abstract":"<div><h3>Background</h3><div>There has been a global trend to ban mobile phones in schools, with the aim of reducing distraction, improving focus on learning, and increasing prosocial behaviour. Survey evidence suggests tentatively that bans may increase academic performance and reduce bullying. However, an understudied but important aspect of understanding the impact of phone bans is students' personal views on, and experiences of, these policies. To address this gap, this study investigated students' perspectives on the benefits and challenges related to phone bans in schools.</div></div><div><h3>Methods</h3><div>This study was a preregistered policy experiment conducted across five secondary schools in South Australia. A total of 1549 students provided 7188 responses to open-ended survey questions.</div></div><div><h3>Results</h3><div>Thematic analysis of 69,589 words identified five categories with 16 themes. In terms of undesired effects of the bans, students reported: (i) feeling less independent and trustworthy, (ii) losing access to digital learning tools, and (iii) difficulties in regulating emotional distress without phones. However, students also reported benefits in areas of: (i) face-to-face social interaction, (ii) personal health and safety, and (ii) classroom engagement. Some students expressed a desire for education on responsible phone use, as well as approaches to managing digital devices with flexibility and personal agency, as an alternative to banning phones outright.</div></div><div><h3>Conclusions</h3><div>These findings underscore the urgent need to monitor and address students’ overreliance on phones for socialising, emotion regulation, and coping with mental health issues. Students contribute valuable insights to inform policies and guidelines at the nexus of digital technology and student learning and well-being.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"167 ","pages":"Article 108603"},"PeriodicalIF":9.0,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143437035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}