A multilevel longitudinal study of experiencing virtual presence in adolescence : The role of anxiety and openness to experience in the classroom
- Stavropoulos, Vasileios, Wilson, Peter, Kuss, Daria, Griffiths, Mark, Gentile, Douglas
- Authors: Stavropoulos, Vasileios , Wilson, Peter , Kuss, Daria , Griffiths, Mark , Gentile, Douglas
- Date: 2017
- Type: Text , Journal article
- Relation: Behaviour & Information Technology Vol. 36, no. 5 (2017), p. 524-539
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- Description: Presence describes the feeling of reality and immersion that users of virtual/Internet environments have. Importantly, it has been suggested that there are individual and contextual differences regarding susceptibility to presence. These aspects of presence have been linked to both beneficial and disadvantageous uses of the Internet, such as online therapeutic applications and addictive Internet behaviours. In the present study, presence was studied in relation to individual anxiety symptoms and classroom-level openness to experience (OTE) using a normative sample of 648 adolescents aged between 16 and 18 years. Presence was assessed with the Presence II questionnaire, anxiety symptoms with the relevant subscales of the SCL-90-R, and OTE with the Five-Factor Questionnaire. A three-level hierarchical linear model was calculated. Results showed that experiencing presence in virtual environments dropped between the ages of 16 and 18 years. Additionally, although anxiety symptoms were associated with higher presence at 16 years, this association decreased with age. Results also demonstrated that adolescents in classrooms higher on OTE reported reduced level of experiencing presence. The practical and theoretical implications of these findings are discussed.
- Authors: Stavropoulos, Vasileios , Wilson, Peter , Kuss, Daria , Griffiths, Mark , Gentile, Douglas
- Date: 2017
- Type: Text , Journal article
- Relation: Behaviour & Information Technology Vol. 36, no. 5 (2017), p. 524-539
- Full Text:
- Reviewed:
- Description: Presence describes the feeling of reality and immersion that users of virtual/Internet environments have. Importantly, it has been suggested that there are individual and contextual differences regarding susceptibility to presence. These aspects of presence have been linked to both beneficial and disadvantageous uses of the Internet, such as online therapeutic applications and addictive Internet behaviours. In the present study, presence was studied in relation to individual anxiety symptoms and classroom-level openness to experience (OTE) using a normative sample of 648 adolescents aged between 16 and 18 years. Presence was assessed with the Presence II questionnaire, anxiety symptoms with the relevant subscales of the SCL-90-R, and OTE with the Five-Factor Questionnaire. A three-level hierarchical linear model was calculated. Results showed that experiencing presence in virtual environments dropped between the ages of 16 and 18 years. Additionally, although anxiety symptoms were associated with higher presence at 16 years, this association decreased with age. Results also demonstrated that adolescents in classrooms higher on OTE reported reduced level of experiencing presence. The practical and theoretical implications of these findings are discussed.
The longitudinal association between anxiety and Internet addiction in adolescence : The moderating effect of classroom extraversion
- Stavropoulos, Vasileios, Gomez, Rapson, Steen, Eloisa, Beard, Charlotte, Liew, Lucas, Griffiths, Mark
- Authors: Stavropoulos, Vasileios , Gomez, Rapson , Steen, Eloisa , Beard, Charlotte , Liew, Lucas , Griffiths, Mark
- Date: 2017
- Type: Text , Journal article
- Relation: Journal of Behavioral Addictions Vol. 6, no. 2 (2017), p. 237-247
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- Description: Background and aims The risk effect of anxiety on addictive behaviors, including Internet addiction (IA), has repeatedly been highlighted in the international literature. However, there is a lack of longitudinal studies examining this association in relation to proximal context effects, particularly in adolescence. Such findings would shed light on potential age- and proximal context-related variations in the anxiety-IA association that could better inform IA prevention and intervention initiatives. Methods In this study, 648 adolescents, embedded in 34 classrooms, were assessed at the age of 16 and again at the age of 18 to examine the effect of anxiety on IA behaviors in relation to the average level of classroom extraversion. IA was assessed with the Internet Addiction Test (Young, 1998), anxiety with the relevant subscale of the Symptom Checklist 90 - Revised (Derogatis & Savitz, 1999) and classroom extraversion with the synonymous subscale of the Five Factor Questionnaire (Asendorpf & van Aken, 2003). A three-level hierarchical linear model was calculated. Results The present findings demonstrated that: (a) higher levels of anxiety were significantly associated with higher IA behaviors, (b) the strength of this association did not vary over time (between 16 and 18 years old), and (c) however, it tended to weaken within classrooms higher in extraversion. Discussion This study indicated that the contribution of individual IA risk factors might differently unfold within different contexts.
- Authors: Stavropoulos, Vasileios , Gomez, Rapson , Steen, Eloisa , Beard, Charlotte , Liew, Lucas , Griffiths, Mark
- Date: 2017
- Type: Text , Journal article
- Relation: Journal of Behavioral Addictions Vol. 6, no. 2 (2017), p. 237-247
- Full Text:
- Reviewed:
- Description: Background and aims The risk effect of anxiety on addictive behaviors, including Internet addiction (IA), has repeatedly been highlighted in the international literature. However, there is a lack of longitudinal studies examining this association in relation to proximal context effects, particularly in adolescence. Such findings would shed light on potential age- and proximal context-related variations in the anxiety-IA association that could better inform IA prevention and intervention initiatives. Methods In this study, 648 adolescents, embedded in 34 classrooms, were assessed at the age of 16 and again at the age of 18 to examine the effect of anxiety on IA behaviors in relation to the average level of classroom extraversion. IA was assessed with the Internet Addiction Test (Young, 1998), anxiety with the relevant subscale of the Symptom Checklist 90 - Revised (Derogatis & Savitz, 1999) and classroom extraversion with the synonymous subscale of the Five Factor Questionnaire (Asendorpf & van Aken, 2003). A three-level hierarchical linear model was calculated. Results The present findings demonstrated that: (a) higher levels of anxiety were significantly associated with higher IA behaviors, (b) the strength of this association did not vary over time (between 16 and 18 years old), and (c) however, it tended to weaken within classrooms higher in extraversion. Discussion This study indicated that the contribution of individual IA risk factors might differently unfold within different contexts.
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