The present study investigated students’ academic procrastination in elementary, secondary, and t... more The present study investigated students’ academic procrastination in elementary, secondary, and tertiary education cross-sectionally, by simultaneously examining the predictive role of perceived academic context-related factors and problematic social media use (PSMU) in the manifestation of procrastination. Students from elementary (N = 532), secondary (N = 561) and tertiary education (N = 519) from randomly selected Greek schools and university departments completed a self-report questionnaire, which included scales on academic procrastination, academic engagement, academic connectedness, and PSMU. The results showed that elementary and secondary school students procrastinate more than university students, who perceive procrastination as a problem and desire to reduce it to a greater extent. No gender differences were found regarding students’ procrastination. Furthermore, the path analyses revealed similarities and differences in the explanatory models of procrastination for the t...
This study aimed to investigate university students' experiences of different types of sexual... more This study aimed to investigate university students' experiences of different types of sexually harassing behaviors, within academia, as well as the role of gender and psychological resilience regarding their victimization and its consequences. Overall, 2,134 students (70.5% women), both undergraduates (81%) and postgraduates (19%), completed a self-reported online questionnaire regarding the variables involved (sexual harassment, consequences, and resilience). According to the results, the most prevailing types of sexually harassing behaviors, which were experienced mainly by women students, included offensive sexual comments/jokes/stories, inappropriate comments about one's body/appearance/sex life, as well as obscene ways of staring, obscene gestures, and/or exposure of body parts causing embarrassment. Accordingly, the perceived psycho-emotional and academic consequences of sexual harassment were more pronounced in the case of women. Furthermore, psychological resilience...
Considering young adults’ extensive use of social media since the outbreak of the COVID-19 pandem... more Considering young adults’ extensive use of social media since the outbreak of the COVID-19 pandemic, the present study examined the pattern of Facebook use by university students during the period of hygienic crisis. Specifically, it was investigated
students’ Facebook intensity use and self-disclosure to unknown online friends, as well as the role of sense of resilience and loneliness in the manifestation of the above Facebook behaviors. Overall, 792 undergraduate and postgraduate university students (48% women) completed online self-report questionnaires regarding the above variables. Undergraduate students, regardless of gender and Department of studies, made more intense Facebook use and self-disclosure to unknown online friends. Sense of loneliness positively predicted students’ online self-disclosure not only directly but also indirectly
through their Facebook intensity use. Students’ resilience negatively moderated the relationship between sense of loneliness and Facebook behaviors. The findings propose a new explanatory model of emotional and behavioral mechanisms, which leads to a less safe pattern of Facebook use. This pattern possibly reflects youth’s collective tendency to use this social media platform recklessly as a way out of crisis periods, such as the pandemic period. The emergence of this pattern could be useful for launching or enriching university counselling/prevention actions aimed at strengthening students’ psycho-emotional skills, and subsequently their prudent use of social media.
The present study aimed to investigate the perceived intensity of Facebook use and the involvemen... more The present study aimed to investigate the perceived intensity of Facebook use and the involvement in cyberbullying among elementary school students with learning disabilities, who attend General Education classrooms. Furthermore, the role of students’ self-esteem and sense of loneliness in the manifestation of the above behaviors was examined. A self-report questionnaire, which included a scale on perceived intensity of Facebook use, cyberbullying, self-esteem, and sense of loneliness was completed by 211 sixth grade students (119 boys, 92 girls) from randomly selected schools located in economically diverse districts of Thessaloniki (Greece). Students had been diagnosed with learning disabilities in the past. According to the results, students and mainly girls seemed to make intense Facebook use and experience cyberbullying (as victims/bullies). Additionally, students’ self-esteem and sense of loneliness predicted indirectly (negatively and positively, respectively) their involvem...
The present study aimed to investigate the primary school principals’, classroom teachers’ and co... more The present study aimed to investigate the primary school principals’, classroom teachers’ and computer teachers’ perceptions as well as their responses to hypothetical scenarios, regarding online risk behaviours of school-aged students. Furthermore, the mediating role of occupational factors, such as teachers’ perceived self-efficacy, job satisfaction and burnout in the relationship between their perceptions under study and their responses to hypothetical scenarios as well as the influence of demographic variables on teachers’ perspective under study were also examined. The ultimate goal was to investigate, separately for each group of teachers, the pattern of relationships among the variables involved, that predicts the perceived likelihood for intervention in the hypothetical scenarios. Six-hundred and seventy teachers (237 principals, 295 classroom teachers, 138 computer teachers), mainly from Central Macedonia and Attica, participated in the study. They were asked to complete a...
Η παρούσα διδακτορική διατριβή αποσκοπούσε στη διερεύνηση των αντιλήψεων διευθυντών, δασκάλων και... more Η παρούσα διδακτορική διατριβή αποσκοπούσε στη διερεύνηση των αντιλήψεων διευθυντών, δασκάλων και εκπαιδευτικών Πληροφορικής δημοτικών σχολείων ως προς τη ριψοκίνδυνη διαδικτυακή συμπεριφορά στη σχολική ηλικία καθώς και των απαντήσεων που δίνουν σε ανάλογα περιστατικά μαθητών/τριών μέσω υποθετικών σεναρίων. Παράλληλα, εξετάστηκε ο διαμεσολαβητικός ρόλος εργασιακών παραγόντων των εκπαιδευτικών, όπως η αντιλαμβανόμενη αποτελεσματικότητα, η επαγγελματική ικανοποίηση και η εξουθένωσή τους, στη σχέση ανάμεσα στις υπό εξέταση αντιλήψεις τους και στις απαντήσεις τους στα υποθετικά σενάρια, καθώς και η επίδραση δημογραφικών μεταβλητών των εκπαιδευτικών στην υπό μελέτη οπτική τους. Απώτερος στόχος ήταν η αποτύπωση για κάθε ομάδα εκπαιδευτικών του δικτύου σχέσεων των εμπλεκόμενων μεταβλητών που προβλέπει τη δηλούμενη πιθανότητα παρέμβασής τους στα υποθετικά σενάρια. Στην έρευνα συμμετείχαν 670 εκπαιδευτικοί (237 διευθυντές, 295 δάσκαλοι, 138 εκπαιδευτικοί Πληροφορικής), κυρίως από την Κεντρικ...
Although elementary schools are considered a fertile ground for promoting positive behaviors amon... more Although elementary schools are considered a fertile ground for promoting positive behaviors among students (such as safe online practices), to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program (TABBY, Threat Assessment of Bullying Behavior in Youth) among sixth graders with and without special educational needs (SEN). The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental (N = 120) but not to the control group of students (N = 120). Each group consisted of both students...
Information and communication technology (ICT) is an important element to improve teaching-learni... more Information and communication technology (ICT) is an important element to improve teaching-learning practices. This paper is aimed to determine the barriers affecting the implementation of ICT in Ethiopian higher learning institutions by adapting the information system theory (i.e. Technology-Organization-Environment (TOE) framework). The study employed a case study research method by using a qualitative research approach. Purposively the stakeholders from higher learning institutions, ministry of science and higher education, higher education relevance and quality assurance agency, and non-governmental organizations were participated in the semistructured interview questions and focus group discussions. For qualitative analysis, QDA Miner Lite free version software was employed to identify the technologyorganization- environment related themes. The findings were explained based on the TOE framework and indicated that technological, organizational, and environmental barriers which are determining the ICT implementation in the higher learning institutions of Ethiopia. These determined barriers by adopting the TOE framework were critical for the future strategic plan for the effective implementation of ICT in the higher learning institutions teaching-learning practices in the country.
The present study aimed to investigate and compare school principals', classroom teachers... more The present study aimed to investigate and compare school principals', classroom teachers' and ICT (Information and Communication Technologies) teachers' perceptions regarding risky internet use among school-aged students. Furthermore, it was examined, separately for each group of participants, if their training on students' secure cyber-navigation and their demographic characteristics affect their perceptions under study. Six-hundred and seventy participants (237 principals, 295 classroom teachers, 138 ICT teachers), mainly from randomly selected schools of Central Macedonia and Attica in Greece, participated in the study. They were asked to complete a self-report online questionnaire that examined the variables mentioned above (demographic characteristics, training, and perceptions). According to the results, the majority of participants, although expressed positive perceptions on risky internet use in school age (e.g., high perceived awareness), declared unable to manage this issue. However, among the three groups of participants, school principals supported to a greater extent the holistic intervention of the school in preventing risky internet use in school age, classroom teachers felt less able to manage it, while ICT teachers considered their university studies as more adequate regarding the management of the issue under study. Furthermore, school principals and classroom teachers who declared that they have received a long-term training, after university studies, on how to secure students' cyber-navigation, tended to adopt positive perceptions on risky internet use in school age (high perceived awareness / confidence to manage / school involvement). On the contrary, ICT teachers' related training did not seem to affect at all their perceptions under study. Finally, no demographic characteristics of the participants (e.g., sex, age, working experience) seemed to differentiate significantly their related perceptions. The findings of the present study reveal that school staff of primary education, depending on their duties and specialty, tend to perceive and approach risky internet use in school age in a different way, highlighting in that way the necessity for applying differentiated training programs for teaching staff.
The present literature review attempts to capture both older and more recent findings regarding t... more The present literature review attempts to capture both older and more recent findings regarding the phenomenon of cyberbullying, which has emerged internationally during the last two decades. Initially, the conceptual framework of cyberbullying, its different forms, as well as its comparison with traditional bullying are described. Furthermore, the review focuses on the international and Greek research findings as far as the extent of this phenomenon between students of secondary and elementary education. In this context the review presents important parameters of cyberbullying, such as the main roles of students involved (victims, bullies, and witnesses/bystanders), the most frequently recorded practices of exerting and experiencing it, and the usual duration of cyberbullying. Additionally, the reaction of victims and witnesses/bystanders, as well as whether banning the use of new technologies and the internet constitutes a solution for students or not are discussed. Subsequently, the review concerns the role of students’ gender and school achievement in their involvement in cyberbullying incidents. All of
the above issues are presented and discussed critically, highlighting contradictions and/or gaps in the available literature. Finally, proposals for future research are suggested to better clarify the phenomenon under study.
The present study investigated students’ academic procrastination in elementary, secondary, and t... more The present study investigated students’ academic procrastination in elementary, secondary, and tertiary education cross-sectionally, by simultaneously examining the predictive role of perceived academic context-related factors and problematic social media use (PSMU) in the manifestation of procrastination. Students from elementary (N = 532), secondary (N = 561) and tertiary education (N = 519) from randomly selected Greek schools and university departments completed a self-report questionnaire, which included scales on academic procrastination, academic engagement, academic connectedness, and PSMU. The results showed that elementary and secondary school students procrastinate more than university students, who perceive procrastination as a problem and desire to reduce it to a greater extent. No gender differences were found regarding students’ procrastination. Furthermore, the path analyses revealed similarities and differences in the explanatory models of procrastination for the t...
This study aimed to investigate university students' experiences of different types of sexual... more This study aimed to investigate university students' experiences of different types of sexually harassing behaviors, within academia, as well as the role of gender and psychological resilience regarding their victimization and its consequences. Overall, 2,134 students (70.5% women), both undergraduates (81%) and postgraduates (19%), completed a self-reported online questionnaire regarding the variables involved (sexual harassment, consequences, and resilience). According to the results, the most prevailing types of sexually harassing behaviors, which were experienced mainly by women students, included offensive sexual comments/jokes/stories, inappropriate comments about one's body/appearance/sex life, as well as obscene ways of staring, obscene gestures, and/or exposure of body parts causing embarrassment. Accordingly, the perceived psycho-emotional and academic consequences of sexual harassment were more pronounced in the case of women. Furthermore, psychological resilience...
Considering young adults’ extensive use of social media since the outbreak of the COVID-19 pandem... more Considering young adults’ extensive use of social media since the outbreak of the COVID-19 pandemic, the present study examined the pattern of Facebook use by university students during the period of hygienic crisis. Specifically, it was investigated
students’ Facebook intensity use and self-disclosure to unknown online friends, as well as the role of sense of resilience and loneliness in the manifestation of the above Facebook behaviors. Overall, 792 undergraduate and postgraduate university students (48% women) completed online self-report questionnaires regarding the above variables. Undergraduate students, regardless of gender and Department of studies, made more intense Facebook use and self-disclosure to unknown online friends. Sense of loneliness positively predicted students’ online self-disclosure not only directly but also indirectly
through their Facebook intensity use. Students’ resilience negatively moderated the relationship between sense of loneliness and Facebook behaviors. The findings propose a new explanatory model of emotional and behavioral mechanisms, which leads to a less safe pattern of Facebook use. This pattern possibly reflects youth’s collective tendency to use this social media platform recklessly as a way out of crisis periods, such as the pandemic period. The emergence of this pattern could be useful for launching or enriching university counselling/prevention actions aimed at strengthening students’ psycho-emotional skills, and subsequently their prudent use of social media.
The present study aimed to investigate the perceived intensity of Facebook use and the involvemen... more The present study aimed to investigate the perceived intensity of Facebook use and the involvement in cyberbullying among elementary school students with learning disabilities, who attend General Education classrooms. Furthermore, the role of students’ self-esteem and sense of loneliness in the manifestation of the above behaviors was examined. A self-report questionnaire, which included a scale on perceived intensity of Facebook use, cyberbullying, self-esteem, and sense of loneliness was completed by 211 sixth grade students (119 boys, 92 girls) from randomly selected schools located in economically diverse districts of Thessaloniki (Greece). Students had been diagnosed with learning disabilities in the past. According to the results, students and mainly girls seemed to make intense Facebook use and experience cyberbullying (as victims/bullies). Additionally, students’ self-esteem and sense of loneliness predicted indirectly (negatively and positively, respectively) their involvem...
The present study aimed to investigate the primary school principals’, classroom teachers’ and co... more The present study aimed to investigate the primary school principals’, classroom teachers’ and computer teachers’ perceptions as well as their responses to hypothetical scenarios, regarding online risk behaviours of school-aged students. Furthermore, the mediating role of occupational factors, such as teachers’ perceived self-efficacy, job satisfaction and burnout in the relationship between their perceptions under study and their responses to hypothetical scenarios as well as the influence of demographic variables on teachers’ perspective under study were also examined. The ultimate goal was to investigate, separately for each group of teachers, the pattern of relationships among the variables involved, that predicts the perceived likelihood for intervention in the hypothetical scenarios. Six-hundred and seventy teachers (237 principals, 295 classroom teachers, 138 computer teachers), mainly from Central Macedonia and Attica, participated in the study. They were asked to complete a...
Η παρούσα διδακτορική διατριβή αποσκοπούσε στη διερεύνηση των αντιλήψεων διευθυντών, δασκάλων και... more Η παρούσα διδακτορική διατριβή αποσκοπούσε στη διερεύνηση των αντιλήψεων διευθυντών, δασκάλων και εκπαιδευτικών Πληροφορικής δημοτικών σχολείων ως προς τη ριψοκίνδυνη διαδικτυακή συμπεριφορά στη σχολική ηλικία καθώς και των απαντήσεων που δίνουν σε ανάλογα περιστατικά μαθητών/τριών μέσω υποθετικών σεναρίων. Παράλληλα, εξετάστηκε ο διαμεσολαβητικός ρόλος εργασιακών παραγόντων των εκπαιδευτικών, όπως η αντιλαμβανόμενη αποτελεσματικότητα, η επαγγελματική ικανοποίηση και η εξουθένωσή τους, στη σχέση ανάμεσα στις υπό εξέταση αντιλήψεις τους και στις απαντήσεις τους στα υποθετικά σενάρια, καθώς και η επίδραση δημογραφικών μεταβλητών των εκπαιδευτικών στην υπό μελέτη οπτική τους. Απώτερος στόχος ήταν η αποτύπωση για κάθε ομάδα εκπαιδευτικών του δικτύου σχέσεων των εμπλεκόμενων μεταβλητών που προβλέπει τη δηλούμενη πιθανότητα παρέμβασής τους στα υποθετικά σενάρια. Στην έρευνα συμμετείχαν 670 εκπαιδευτικοί (237 διευθυντές, 295 δάσκαλοι, 138 εκπαιδευτικοί Πληροφορικής), κυρίως από την Κεντρικ...
Although elementary schools are considered a fertile ground for promoting positive behaviors amon... more Although elementary schools are considered a fertile ground for promoting positive behaviors among students (such as safe online practices), to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program (TABBY, Threat Assessment of Bullying Behavior in Youth) among sixth graders with and without special educational needs (SEN). The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental (N = 120) but not to the control group of students (N = 120). Each group consisted of both students...
Information and communication technology (ICT) is an important element to improve teaching-learni... more Information and communication technology (ICT) is an important element to improve teaching-learning practices. This paper is aimed to determine the barriers affecting the implementation of ICT in Ethiopian higher learning institutions by adapting the information system theory (i.e. Technology-Organization-Environment (TOE) framework). The study employed a case study research method by using a qualitative research approach. Purposively the stakeholders from higher learning institutions, ministry of science and higher education, higher education relevance and quality assurance agency, and non-governmental organizations were participated in the semistructured interview questions and focus group discussions. For qualitative analysis, QDA Miner Lite free version software was employed to identify the technologyorganization- environment related themes. The findings were explained based on the TOE framework and indicated that technological, organizational, and environmental barriers which are determining the ICT implementation in the higher learning institutions of Ethiopia. These determined barriers by adopting the TOE framework were critical for the future strategic plan for the effective implementation of ICT in the higher learning institutions teaching-learning practices in the country.
The present study aimed to investigate and compare school principals', classroom teachers... more The present study aimed to investigate and compare school principals', classroom teachers' and ICT (Information and Communication Technologies) teachers' perceptions regarding risky internet use among school-aged students. Furthermore, it was examined, separately for each group of participants, if their training on students' secure cyber-navigation and their demographic characteristics affect their perceptions under study. Six-hundred and seventy participants (237 principals, 295 classroom teachers, 138 ICT teachers), mainly from randomly selected schools of Central Macedonia and Attica in Greece, participated in the study. They were asked to complete a self-report online questionnaire that examined the variables mentioned above (demographic characteristics, training, and perceptions). According to the results, the majority of participants, although expressed positive perceptions on risky internet use in school age (e.g., high perceived awareness), declared unable to manage this issue. However, among the three groups of participants, school principals supported to a greater extent the holistic intervention of the school in preventing risky internet use in school age, classroom teachers felt less able to manage it, while ICT teachers considered their university studies as more adequate regarding the management of the issue under study. Furthermore, school principals and classroom teachers who declared that they have received a long-term training, after university studies, on how to secure students' cyber-navigation, tended to adopt positive perceptions on risky internet use in school age (high perceived awareness / confidence to manage / school involvement). On the contrary, ICT teachers' related training did not seem to affect at all their perceptions under study. Finally, no demographic characteristics of the participants (e.g., sex, age, working experience) seemed to differentiate significantly their related perceptions. The findings of the present study reveal that school staff of primary education, depending on their duties and specialty, tend to perceive and approach risky internet use in school age in a different way, highlighting in that way the necessity for applying differentiated training programs for teaching staff.
The present literature review attempts to capture both older and more recent findings regarding t... more The present literature review attempts to capture both older and more recent findings regarding the phenomenon of cyberbullying, which has emerged internationally during the last two decades. Initially, the conceptual framework of cyberbullying, its different forms, as well as its comparison with traditional bullying are described. Furthermore, the review focuses on the international and Greek research findings as far as the extent of this phenomenon between students of secondary and elementary education. In this context the review presents important parameters of cyberbullying, such as the main roles of students involved (victims, bullies, and witnesses/bystanders), the most frequently recorded practices of exerting and experiencing it, and the usual duration of cyberbullying. Additionally, the reaction of victims and witnesses/bystanders, as well as whether banning the use of new technologies and the internet constitutes a solution for students or not are discussed. Subsequently, the review concerns the role of students’ gender and school achievement in their involvement in cyberbullying incidents. All of
the above issues are presented and discussed critically, highlighting contradictions and/or gaps in the available literature. Finally, proposals for future research are suggested to better clarify the phenomenon under study.
Σκοπός της παρούσας έρευνας ήταν να διερευνήσει τις αντιλήψεις εκπαιδευτικών Πληροφορικής απέναντ... more Σκοπός της παρούσας έρευνας ήταν να διερευνήσει τις αντιλήψεις εκπαιδευτικών Πληροφορικής απέναντι στη ριψοκίνδυνη διαδικτυακή χρήση στην Πρωτοβάθμια εκπαίδευση, εξετάζοντας παράλληλα το ρόλο της επαγγελματικής ικανοποίησης στη διαμόρφωση των υπό μελέτη αντιλήψεων. Στην έρευνα συμμετείχαν 138 εκπαιδευτικοί Πληροφορικής από δημοτικά σχολεία κυρίως της Κεντρικής Μακεδονίας και της Αττικής συμπληρώνοντας ηλεκτρονικά ένα ερωτηματολόγιο αυτο-αναφοράς. Βάσει των αποτελεσμάτων, οι εκπαιδευτικοί Πληροφορικής εμφανίζονται ευαισθητοποιημένοι/ες απέναντι σε υποθετικά σενάρια ριψοκίνδυνης διαδικτυακής χρήσης από μαθητές/ήτριες και πρόθυμοι/ες να παρέμβουν, ωστόσο δε νιώθουν αρκετά ικανοί/ές να τα διαχειριστούν. Επιπλεον, οι αναλύσεις διαδρομών έδειξαν πως η δηλούμενη πιθανότητα παρέμβασης των εκπαιδευτικών στα σενάρια προβλέπεται άμεσα και θετικά από την αντιλαμβανόμενη σοβαρότητα και ικανότητα παρέμβασης που δηλώνουν απέναντι στα σενάρια. Τέλος, η επαγγελματική ικανοποίηση των εκπαιδευτικών προβλέπει άμεσα αλλά και έμμεσα τη δηλούμενη πιθανότητα παρέμβασης στα σενάρια, διαμέσου της αντιλαμβανόμενης σοβαρότητας και ικανότητας παρέμβασης που αναφέρουν ως προς αυτά. Τα παραπάνω ευρήματα συμβάλλουν στο σχεδιασμό σχετικών επιμορφωτικών δράσεων προς τους εκπαιδευτικούς Πληροφορικής, εγείροντας προβληματισμούς αναφορικά με το υπάρχον εργασιακό τους καθεστώς.
The present study aimed to investigate and compare school principals', classroom teachers' and IC... more The present study aimed to investigate and compare school principals', classroom teachers' and ICT (Information and Communication Technologies) teachers' perceptions regarding risky internet use among school-aged students. Furthermore, it was examined, separately for each group of participants, if their training on students' secure cyber-navigation and their demographic characteristics affect their perceptions under study. Six-hundred and seventy participants (237 principals, 295 classroom teachers, 138 ICT teachers), mainly from randomly selected schools of Central Macedonia and Attica in Greece, participated in the study. They were asked to complete a self-report online questionnaire that examined the variables mentioned above (demographic characteristics, training, and perceptions). According to the results, the majority of participants, although expressed positive perceptions on risky internet use in school age (e.g., high perceived awareness), declared unable to manage this issue. However, among the three groups of participants, school principals supported to a greater extent the holistic intervention of the school in preventing risky internet use in school age, classroom teachers felt less able to manage it, while ICT teachers considered their university studies as more adequate regarding the management of the issue under study. Furthermore, school principals and classroom teachers who declared that they have received a long-term training, after university studies, on how to secure students' cyber-navigation, tended to adopt positive perceptions on risky internet use in school age (high perceived awareness / confidence to manage / school involvement). On the contrary, ICT teachers' related training did not seem to affect at all their perceptions under study. Finally, no demographic characteristics of the participants (e.g., sex, age, working experience) seemed to differentiate significantly their related perceptions. The findings of the present study reveal that school staff of primary education, depending on their duties and specialty, tend to perceive and approach risky internet use in school age in a different way, highlighting in that way the necessity for applying differentiated training programs for teaching staff.
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students’ Facebook intensity use and self-disclosure to unknown online friends, as well as the role of sense of resilience and loneliness in the manifestation of the above Facebook behaviors. Overall, 792 undergraduate and postgraduate university students (48% women) completed online self-report questionnaires regarding the above variables. Undergraduate students, regardless of gender and Department of studies, made more intense Facebook use and self-disclosure to unknown online friends. Sense of loneliness positively predicted students’ online self-disclosure not only directly but also indirectly
through their Facebook intensity use. Students’ resilience negatively moderated the relationship between sense of loneliness and Facebook behaviors. The findings propose a new explanatory model of emotional and behavioral mechanisms, which leads to a less safe pattern of Facebook use. This pattern possibly reflects youth’s collective tendency to use this social media platform recklessly as a way out of crisis periods, such as the pandemic period. The emergence of this pattern could be useful for launching or enriching university counselling/prevention actions aimed at strengthening students’ psycho-emotional skills, and subsequently their prudent use of social media.
the above issues are presented and discussed critically, highlighting contradictions and/or gaps in the available literature. Finally, proposals for future research are suggested to better clarify the phenomenon under study.
students’ Facebook intensity use and self-disclosure to unknown online friends, as well as the role of sense of resilience and loneliness in the manifestation of the above Facebook behaviors. Overall, 792 undergraduate and postgraduate university students (48% women) completed online self-report questionnaires regarding the above variables. Undergraduate students, regardless of gender and Department of studies, made more intense Facebook use and self-disclosure to unknown online friends. Sense of loneliness positively predicted students’ online self-disclosure not only directly but also indirectly
through their Facebook intensity use. Students’ resilience negatively moderated the relationship between sense of loneliness and Facebook behaviors. The findings propose a new explanatory model of emotional and behavioral mechanisms, which leads to a less safe pattern of Facebook use. This pattern possibly reflects youth’s collective tendency to use this social media platform recklessly as a way out of crisis periods, such as the pandemic period. The emergence of this pattern could be useful for launching or enriching university counselling/prevention actions aimed at strengthening students’ psycho-emotional skills, and subsequently their prudent use of social media.
the above issues are presented and discussed critically, highlighting contradictions and/or gaps in the available literature. Finally, proposals for future research are suggested to better clarify the phenomenon under study.