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.
Internet pornography viewing preference as a risk factor for adolescent Internet addiction : The moderating role of classroom personality factors
- Alexandraki, Kyriaki, Stavropoulos, Vasileios, Burleigh, Tyrone, King, Daniel, Griffiths, Mark
- Authors: Alexandraki, Kyriaki , Stavropoulos, Vasileios , Burleigh, Tyrone , King, Daniel , Griffiths, Mark
- Date: 2018
- Type: Text , Journal article
- Relation: Journal of Behavioral Addictions Vol. 7, no. 2 (2018), p. 423-432
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- Description: Background and aims: Adolescent Internet pornography viewing has been significantly increased in the last decade with research highlighting its association with Internet addiction (IA). However, there is little longitudinal data on this topic, particularly in relation to peer context effects. This study aimed to examine age- and context-related variations in the Internet pornography-IA association. Methods: A total of 648 adolescents, from 34 classrooms, were assessed at 16 years and then at 18 years to examine the effect of Internet pornography preference on IA in relation to the classroom context. IA was assessed using the Internet Addiction Test (Young, 1998), Internet pornography preference (over other Internet applications) was assessed with a binary (yes/no) question, and classroom introversion and openness to experience (OTE) with the synonymous subscales within the Five Factor Questionnaire (Asendorpf & Van Aken, 2003). Results: Three-level hierarchical linear models were calculated. Findings showed that viewing Internet pornography exacerbates the risk of IA over time, while classroom factors, such as the average level of OTE and introversion, differentially moderate this relationship. Discussion and conclusion: The study demonstrated that the contribution of Internet pornography preference (as an IA risk factor) might be increased in more extroverted classrooms and decreased in OTE classrooms.
- Authors: Alexandraki, Kyriaki , Stavropoulos, Vasileios , Burleigh, Tyrone , King, Daniel , Griffiths, Mark
- Date: 2018
- Type: Text , Journal article
- Relation: Journal of Behavioral Addictions Vol. 7, no. 2 (2018), p. 423-432
- Full Text:
- Reviewed:
- Description: Background and aims: Adolescent Internet pornography viewing has been significantly increased in the last decade with research highlighting its association with Internet addiction (IA). However, there is little longitudinal data on this topic, particularly in relation to peer context effects. This study aimed to examine age- and context-related variations in the Internet pornography-IA association. Methods: A total of 648 adolescents, from 34 classrooms, were assessed at 16 years and then at 18 years to examine the effect of Internet pornography preference on IA in relation to the classroom context. IA was assessed using the Internet Addiction Test (Young, 1998), Internet pornography preference (over other Internet applications) was assessed with a binary (yes/no) question, and classroom introversion and openness to experience (OTE) with the synonymous subscales within the Five Factor Questionnaire (Asendorpf & Van Aken, 2003). Results: Three-level hierarchical linear models were calculated. Findings showed that viewing Internet pornography exacerbates the risk of IA over time, while classroom factors, such as the average level of OTE and introversion, differentially moderate this relationship. Discussion and conclusion: The study demonstrated that the contribution of Internet pornography preference (as an IA risk factor) might be increased in more extroverted classrooms and decreased in OTE classrooms.
Implementing inclusion : classroom journeys
- Authors: Elvey, Moya
- Date: 2020
- Type: Text , Thesis , PhD
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- Description: This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of overcoming the discriminatory practices that marginalise some students. Consistent with a qualitative, ethnographic methodology, observations and interviews with practicing teachers provide insights into the factors that encourage, and sometimes discourage, the enactment of inclusive pedagogies. The literature on inclusive education provides guidance throughout the data collection and analysis process. This includes frameworks designed by other researchers that outline and define inclusive teaching strategies. The study exposes the pivotal role that ongoing teacher professional learning, along with strategic guidance and support from colleagues and school leaders, plays in enhancing teacher capacity and positive attitudes towards student diversity. It also uncovers evidence that when medical reports and pressure from ‘others’ such as health professionals, encourage teachers to focus on student ‘deficits’ and ‘problems’, they are more likely to seek out and adopt strategies that marginalise and set some students apart from their peers. A fundamental finding of this study is that when teachers and their school leaders focus on developing understanding about ‘effective’ pedagogies - on quality education for all - responsive, inclusive, student-centred teaching approaches often become embedded in their everyday classroom practice.
- Description: PhD
- Authors: Elvey, Moya
- Date: 2020
- Type: Text , Thesis , PhD
- Full Text:
- Description: This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of overcoming the discriminatory practices that marginalise some students. Consistent with a qualitative, ethnographic methodology, observations and interviews with practicing teachers provide insights into the factors that encourage, and sometimes discourage, the enactment of inclusive pedagogies. The literature on inclusive education provides guidance throughout the data collection and analysis process. This includes frameworks designed by other researchers that outline and define inclusive teaching strategies. The study exposes the pivotal role that ongoing teacher professional learning, along with strategic guidance and support from colleagues and school leaders, plays in enhancing teacher capacity and positive attitudes towards student diversity. It also uncovers evidence that when medical reports and pressure from ‘others’ such as health professionals, encourage teachers to focus on student ‘deficits’ and ‘problems’, they are more likely to seek out and adopt strategies that marginalise and set some students apart from their peers. A fundamental finding of this study is that when teachers and their school leaders focus on developing understanding about ‘effective’ pedagogies - on quality education for all - responsive, inclusive, student-centred teaching approaches often become embedded in their everyday classroom practice.
- Description: PhD
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