Does Social Media Breed Misinformation and Conspiracies? Survey on Iraqi Undergraduate Students: The Case of COVID-19 (Preprint)

2021 ◽  
Author(s):  
Haitham Hadi Numan
Keyword(s):  
College Students ◽  
Social Media ◽  
Undergraduate Students ◽  
Well Being ◽  
Information Control ◽  
General Belief ◽  
Conspiracy Theories ◽  
The Usa ◽  
International War ◽  
Media Preference

UNSTRUCTURED This paper aims to explore the general relationship between believing in conspiracy theories, and media preference to topics aiming to expand recent research suggesting that college students who have conspiratorial thinking tend to use social media to promote their conspiracy theories. This study surveyed a sample of 331 college students (230 male and 101 female) using the psychometric assessment of the Generic Conspiracist Beliefs Scale (GCBS), the most widely used measure of the general belief in conspiracy theories. The scale includes five related but distinct theory types: government malfeasance, extraterrestrial cover-ups, malevolent global conspiracies, personal well-being, and information control. This research demonstrated that most conspiracies that attract undergraduate students were ones that stated the reasons for the COVID-19 pandemic as a result of world conflict, as part of an international war, and as a result of the US-China trade war, and found that 58.44% of undergraduate students believe that COVID-19 is a global conspiracy. Among these, 35.67% said that this plot is part of a competition between China and the USA, 26.11% believe it is a biological war. Social media is an important part of these students’ information consumption: 71% prefer Facebook as the leading info resource on social media.

scholarly journals Feasibility of using a biofeedback device in mindfulness training - a pilot randomized controlled trial

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Brenna Lin ◽  
Christopher Prickett ◽  
Steven Woltering
Keyword(s):  
College Students ◽  
Mindfulness Meditation ◽  
Controlled Trial ◽  
Scientific Evidence ◽  
Well Being ◽  
Open Science ◽  
Control Group ◽  
Test Procedures ◽  
The Usa ◽  
Biofeedback Device

Abstract Background Stress can negatively impact an individual’s health and well-being and high levels of stress are noted to exist among college students today. While traditional treatment methods are plagued with stigma and transfer problems, newly developed wearable biofeedback devices may offer unexplored possibilities. Although these products are becoming commonplace and inexpensive, scientific evidence of the effectiveness of these products is scarce and their feasibility within research contexts are relatively unexplored. Conversely, companies are not required, and possibly reluctant, to release information on the efficacy of these products against their claims. Thus, in the present pilot, we assess the feasibility of using a real-time respiratory-based biofeedback device in preparation for a larger study. Our main aims were to assess device-adherence and collaboration with the company that develops and sells the device. Method Data were collected from 39 college students who self-identified as experiencing chronic stress at a Southwestern university in the USA. Students were randomized into either a mindfulness-only control group without a biofeedback device (n = 21), or an experimental group with biofeedback device (n = 18). Both groups received mindfulness meditation training. Pre-test and post-test procedures were conducted 2 weeks apart. Further, both participant compliance and company compliance were assessed and collaboration with the company was evaluated. Results Participant device-adherence as well as the company’s collaboration necessary for a full-scale study was determined to be low. This may also have affected our results which showed a strong main effect for time for all outcome variables, suggesting all groups showed improvement in their levels of stress after the intervention period. No group by time effects were identified, however, indicating no added benefit of the biofeedback device. Conclusions Our findings suggest feasibility of future studies requires full collaboration and detailed and agreed upon data sharing procedures with the biofeedback company. The particular device under investigation added no value to the intervention outcomes and it was not feasible to continue a larger-scale study. Further, as the technology sector is innovating faster than it can validate products, we urge for open science collaborations between public and private sectors to properly develop evidence-based regulations that can withstand technological innovation while maintaining product quality, safety, and effectiveness. Trial registration NCT02837016. Registered 19 July 2016.

Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness Questionnaire

2021 ◽  
Vol 5 (1) ◽  
pp. 17-31
Author(s):  
Gökmen Arslan
Keyword(s):  
College Students ◽  
Psychological Adjustment ◽  
Undergraduate Students ◽  
Psychological Health ◽  
Well Being ◽  
Mediating Effect ◽  
Subjective Vitality ◽  
Healthy Development ◽  
Adverse Experiences ◽  
Health And Well Being

Loneliness is a serious risk factor for healthy development and flourishing. Although loneliness has been revealed to play an important role in psychological health and well-being, little is known about moderating and mitigating mechanisms underlying this association, especially during adverse experiences (e.g., COVID-19 pandemic). The current study purposed to explore whether subjective vitality mediated the association of loneliness with psychological adjustment and whether college belongingness moderated the mediating effect of subjective vitality on students’ adjustment in the context of loneliness. The study sample comprised 333 undergraduate students (69% female) from a public university in Turkey. They ranged in age between 19 and 41 years (M= 21.94, SD= 4.15). Findings from mediation analysis revealed that loneliness had a significant predictive effect on subjective vitality and psychological adjustment challenges. Subjective vitality also mediated the effect of loneliness on the psychological adjustment of college students. Further, college belongingness moderated the mediating effect of subjective vitality on adjustment and had a protective effect on the association between loneliness and subjective vitality in college students. These results indicate that subjective vitality and college belongingness are important mechanisms that may help develop prevention and intervention strategies to foster students’ psychological health and well-being in university settings.

Consumer based brand equity in the 21st century: an examination of the role of social media marketing

2016 ◽  
Vol 17 (3) ◽  
pp. 243-255 ◽  
Author(s):  
Atefeh Yazdanparast ◽  
Mathew Joseph ◽  
Fernanda Muniz
Keyword(s):  
College Students ◽  
Social Media ◽  
Undergraduate Students ◽  
Brand Equity ◽  
Social Media Marketing ◽  
Content Type ◽  
Research Population ◽  
The Cost ◽  
The Impact

Purpose The present research investigates the influence of brand-based social media marketing (SMM) activities on metrics of consumer-based brand equity (CBBE). Specifically, the study examines the role of consumer-brand social media experiences on attitude toward SMM activities of brands and its consequent impact on brand perceptions. Design/methodology/approach Paper-and-pencil surveys were administered to undergraduate students in a Southwestern university in exchange for extra credit. Survey questions were adapted from previously validated scales, and measurement adaptations were minimal and only related to the context of questions to assure their relevance with the context of this study. Bi-variate correlation, bootstrapping technique, Sobel test, ANOVA and linear regression were used to test the hypotheses. Findings The results indicate that brand-based SMM is essential in impacting consumers’ attitudes toward brands and consequently, CBBE reflected via perceived value for the cost, perceived uniqueness and the willingness to pay a price premium for a brand. Additionally, the main reason for individuals to use social media impacts their attitudes toward and receptiveness of SMM activities of brands. Research limitations/implications This study used a sample of college students to address the research questions. Considering the higher adoption rate and interest in social media among younger consumer groups, the results may not be representative of the entire population. Much of the existing research on social media, however, has focused on undergraduate college students and is primarily based on studies utilizing the similar research population. Originality/value The present research is one of the few studies that empirically examine the impact of consumer-brand interactions/experiences on consumers’ attitudes toward SMM activities of brands, as well as brand-related knowledge and perceptions as reflected by CBBE. The results indicate that the CBBE model of the twenty-first century should incorporate the role of brand-based SMM activities as facilitators of brand knowledge (i.e. brand awareness and brand image) by reinforcing or even shaping important brand-based associations.

scholarly journals Love Forgiveness and Subjective Well-Being in Chinese College Students: The Mediating Role of Interpersonal Relationships

2021 ◽  
Vol 12 ◽  
Author(s):  
Tianyi Cheng ◽  
Qiyi Lin ◽  
Hong Fu
Keyword(s):  
College Students ◽  
Interpersonal Relationships ◽  
Undergraduate Students ◽  
Interpersonal Relationship ◽  
Well Being ◽  
Mediating Effect ◽  
Subjective Well Being ◽  
Chinese College Students ◽  
Mediating Role ◽  
Intermediary Role

Love forgiveness is categorized as forgiveness in a specific relationship, which is the tendency of individuals to forgive the objects of their interpersonal relationships. We investigated 831 undergraduate students in China with a love forgiveness questionnaire, a subjective well-being questionnaire and an interpersonal relationship comprehensive diagnostic, including demographic variables. Students of different genders and grades showed significant differences across the three questionnaires. There were significant correlations between love forgiveness, interpersonal relationships, and subjective well-being of Chinese college students. Interpersonal relationships played an intermediary role between love forgiveness and subjective well-being of Chinese college students. Specifically, whereas Chinese college students’ love forgiveness could directly promote the improvement of subjective well-being, love forgiveness could also indirectly improve subjective well-being through interpersonal relationships. The mediating effect of interpersonal relationships between love forgiveness and subjective well-being accounted for 40.52% of the total effect. This provides a new way of thinking for psychological counselors to approach the intimate relationship problems of college students.

Mental Health and Well-Being

2017 ◽  
pp. 21-37
Author(s):  
Jean Mockry ◽  
Melissa Martin ◽  
Alison Puliatte ◽  
Denise A. Simard ◽  
Maureen E. Squires
Keyword(s):  
Mental Health ◽  
College Students ◽  
Teacher Education ◽  
Social Construction ◽  
Undergraduate Students ◽  
Well Being ◽  
Profound Impact ◽  
American Life ◽  
Medical Issues ◽  
Health And Well Being

In this chapter, the authors provide a brief overview of the distinction between flourishing and non-flourishing mental health and well-being for people not diagnosed with a clinical mental disorder. While recognizing that genetics and personality impact the well-being of people, research supports the profound impact of societal constructs in American life. As part of a team of faculty who work with undergraduate students in Teacher Education, the authors feel this distinction is essential to understand as medical issues require diagnostics by people trained in that area. The book's focus is to examine what the college community can do to promote flourishing mental health in its social construction in classrooms, on campus and beyond. Dominant influences for non-flourishing mental health and well-being for college students rest in ideologies, happiness seeking and digitalization within American life, membership in groups that are underrepresented and well-intentioned but enabling parenting that ill prepares children for adult responses in life.

Do College Students Benefit from Their Social Media Experience?

2015 ◽  
pp. 259-278
Author(s):  
Ling Fang ◽  
Louisa Ha
Keyword(s):  
Social Support ◽  
College Students ◽  
Social Media ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Research ◽  
Media Experience

As young people are increasingly dependent on Social Networking sites (SNS) to socialize, seek information, and self-broadcast, their SNS consumption has been found to be associated with social capital and social support in a positive way especially among individuals with low psychological assets. This exploratory study investigated SNS involvement in relation to college students' perceived self-efficacy change afterwards based on the social cognitive theory and literature review on social media effects studies. Undergraduate students (N = 395) in a Midwest U.S. public university participated in a web survey in September 2012. Results indicated a positive potential of involving in SNS activities to strengthen users' self-efficacy. Research data also point to the mediating roles of social support and social learning on SNS involvement and self-efficacy, especially among low self-efficacy college students with homogenous SNS networks. Theoretical and practical implications are discussed.

A feasibility study on a novel well-being intervention for university students

2021 ◽  
pp. 1-5
Author(s):  
E. Hunt ◽  
L. Coombes
Keyword(s):  
Mental Health ◽  
College Students ◽  
Undergraduate Students ◽  
Time Use ◽  
Mental Health Problems ◽  
Well Being ◽  
Universal Time ◽  
First Year ◽  
Evaluation Questionnaire ◽  
Self Compassion

Abstract Objectives: Challenging transitions, increased stress and mental ill health can affect students’ academic performance and their capacity to remain in higher education. Prevention and early treatment of mental health problems in college students is therefore a key public health priority, nationally and internationally. Developing a range of evidence-based interventions targeting the mental health of students is critical. We examined the feasibility and acceptability of a new universal time use and well-being intervention, the ‘Everyday Matters: Healthy Habits for University Life’ digital badge (EMDB), a co-curricular micro-credential for first-year college students. Methods: This study used a single-arm, pre–post design for first-year undergraduate students. The EMDB comprised eight 1-hour lunchtime sessions on brain development and time-use habits across the 24 hours of the day including sleep, self-care, leisure, study and work. Validated measures of occupational competence and value, mental well-being, sleep health, mindset, self-compassion and gratitude were completed, along with an evaluation questionnaire. Results: Eight first-year undergraduate students completed the demographic questionnaire and pre- and post- measures, with one additional student completing only the evaluation questionnaire. There was significantly improved levels of well-being, self-compassion and growth mindset following the intervention. Many of the challenges reported by participants related to occupational issues such as managing finances and having a satisfying routine. Participants appreciated the practical relevance and scientific underpinnings of the programme content. The sense of belonging within the group and having insightful conversations with other group members were particularly valued by participants. Conclusions: This study offers preliminary evidence that an occupational therapy based universal time-use and well-being intervention was feasible to deliver and acceptable to first-year undergraduate students. The results of this study and the participant acceptability support further development and evaluation of the EMDB intervention.

scholarly journals Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness

2020 ◽  
Author(s):  
Gökmen Arslan
Keyword(s):  
College Students ◽  
Psychological Adjustment ◽  
Undergraduate Students ◽  
Psychological Health ◽  
Well Being ◽  
Mediating Effect ◽  
State University ◽  
Subjective Vitality ◽  
Healthy Development ◽  
Health And Well Being

Loneliness is a serious risk factor for healthy development and flourishing. Although loneliness has been revealed to play an important role in psychological health and well-being, little is known about moderating and mitigating mechanisms underlying this association, especially, during adverse experiences (e.g., coronavirus pandemic). The current study purposed to explore whether subjective vitality mediated the association of loneliness with psychological well-being (i.e., psychological adjustment), and whether college belongingness moderated the mediating effect of subjective vitality on students’ well-being in the context of loneliness. The sample of this study comprised of 333 undergraduate students (69% female) from a state university in Turkey. They ranged in age between 19 and 45 years (M= 22.13, SD= 4.55). Findings from mediation analysis revealed that loneliness had a significant predictive effect on subjective vitality and psychological adjustment challenges. Subjective vitality also mediated the effect of loneliness on psychological adjustment of college students. Further, college belongingness moderated the mediating effect of subjective vitality on adjustment and had a protective effect on the association between loneliness and subjective vitality in college students. These results provide evidence suggesting that college belongingness and subjective vitality are important mechanisms that may help to develop prevention and intervention strategies to foster psychological health and well-being of students at university settings

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