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Special Issues
Internet Uses in the Current Age: What Changed?
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Special Issue "Internet Uses in the Current Age: What Changed?"

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: 31 October 2021.

Special Issue Editors

Dr. Michal Dolev-Cohen
E-Mail Website
Guest Editor
Education Faculty, Oranim Academic College, 3600600 Tivon, Israel
Interests: cyber psychology; teachers in the digital age; online risk behavior
Dr. Meyran Boniel-Nissim
E-Mail Website
Guest Editor
School of Social Sciences and Humanities, Kinneret College on the Sea of Galilee, 1510500 Lake Kinneret, Israel
Interests: cyber psychology; parents-child communication; risk behavior

Special Issue Information

Dear Colleagues,

Internet use is known to have implications for physiological, emotional, cognitive, and social aspects. Findings concerning Internet use present positive aspects as well as negative aspects.

However, today, in the context of the worldwide COVID-19 outbreak, it is expected that Internet use will increase, as it is as a tool for learning, communicating, and leisure, especially for those who have experienced sustained lockdown. During this period the internet became a major tool in many lives, including for youngsters, adults, and the elderly. Many populations that did not typically use the Internet intensively had to start using it more (because of work tasks, online learning, etc.). Thus, it is important to examine the consequences of using the Internet today (during or after the lockdown). One main question that arises: Is it possible to find differences in the consequences of using the Internet in the current period compared to that before the COVID-19 pandemic outbreak?

This Special Issue calls for the submission of manuscripts related to Internet use (smartphone use, apps, social networks, etc.) during the COVID-19 pandemic outbreak and its effects on different aspects (physiological, emotional, cognitive, social, and family aspects).

Dr. Michal Dolev-Cohen
Dr. Meyran Boniel-Nissim
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Internet use
  • COVID-19
  • Social networks
  • Smartphone use
  • Problematic internet use
  • Online communication
  • Online learning
  • Special populations
  • Psychological aspects
  • Age and gender differences

Published Papers (3 papers)

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Article
Insecure Attachment Styles and Unbalanced Family Functioning as Risk Factors of Problematic Smartphone Use in Spanish Young Adults: A Relative Weight Analysis
by
Sonia Mangialavori
,
Claudia Russo
,
Maria Veronica Jimeno
,
Jorge Javier Ricarte
,
Giulio D’Urso
,
Daniela Barni
and
Marco Cacioppo
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 1011-1021; https://doi.org/10.3390/ejihpe11030075 - 04 Sep 2021
Viewed by 165
Abstract
Young adulthood is the life stage during which people are more prone to develop problematic smartphone use (PSU). Only one study investigated the relationship among attachment styles, family functioning, and PSU, but thus far, no research has shown the relative importance that such [...] Read more.
Young adulthood is the life stage during which people are more prone to develop problematic smartphone use (PSU). Only one study investigated the relationship among attachment styles, family functioning, and PSU, but thus far, no research has shown the relative importance that such dimensions may have on PSU. The main aim of this study was to analyze to what extent insecure attachment styles and unbalanced family functioning are related to PSU, investigating the specific weight of each dimension in a sample of young adults (N = 301; 82.7% females; Mage = 22.89; SD = 3.02). Participants completed a self-report questionnaire, including the Relationship Questionnaire, the Family Adaptability and Cohesion Evaluation Scale IV, and the Smartphone Addiction Scale. The regression and relative weight analyses results showed that preoccupied attachment style and disengaged, chaotic, and enmeshed family functioning were positively related to PSU. Implications for future research and interventions were discussed. Full article
(This article belongs to the Special Issue Internet Uses in the Current Age: What Changed?)
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Article
Mental Health of Teachers Who Have Teleworked Due to COVID-19
by
Claudia Palma-Vasquez
,
Diego Carrasco
and
Julio C. Hernando-Rodriguez
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 515-528; https://doi.org/10.3390/ejihpe11020037 - 09 Jun 2021
Viewed by 968
Abstract
The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, [...] Read more.
The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, anxiety, and general discomfort in teachers. This study aimed to explore the mental health of teachers who were forced to telework because of COVID-19, and to analyze the association with sociodemographic, teacher-related, and working conditions. The sample was 278 classroom teachers in Chile who teleworked more than 50% during the 2020 academic year. The participants were mostly women (82%) who entered the teaching profession at age 30 or younger (87%) and worked two or more unpaid overtime hours per day (67%). The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related, and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude odds ratios (cORs) and adjusted odds ratios (aORs) were estimated using logistic regression models. A high rate of poor mental health was identified in teachers (58%). The variables associated with poor mental health were working in a private–subsidized school (aOR = 2.89; 95% CI: 1.16–7.22), working two or more unpaid overtime hours (aOR = 2.25; 95% CI: 1.11–4.59), and being absent due to sickness (aOR = 3.82; 95% CI: 1.53–9.58). These results provide evidence suggesting the need for actions to improve the working conditions of teachers who telework in order to improve their mental health, and thus have a positive impact on the entire educational community. Full article
(This article belongs to the Special Issue Internet Uses in the Current Age: What Changed?)
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Article
Impact of Web-Based Meeting Platform Usage on Overall Well-Being among Higher Education Employees
by
Martha E. Kershaw
,
Shannon P. Lupien
and
Jennifer L. Scheid
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 372-381; https://doi.org/10.3390/ejihpe11020028 - 19 Apr 2021
Viewed by 757
Abstract
During the ongoing global pandemic, faculty, staff and administrators at colleges and universities experienced an increase in meetings using web-based platforms. Challenges were identified related to the changes from face-to-face to web-based meetings, including internet connectivity, inadequate technology and distractions in the online [...] Read more.
During the ongoing global pandemic, faculty, staff and administrators at colleges and universities experienced an increase in meetings using web-based platforms. Challenges were identified related to the changes from face-to-face to web-based meetings, including internet connectivity, inadequate technology and distractions in the online environment, which led to questions about how meetings that use web-based platforms may contribute to overall stress and well-being during the pandemic. The research related to the use of web-based meeting platforms is limited. However, some anecdotal evidence suggests that impacts from web-based meeting platforms could include frustration, sleep issues and fatigue, which contribute to overall well-being. The purpose of this study was to determine if a relationship exists between a number of potentially related web-based meeting factors including the frequency and length of the meetings and comfort level with the platform and overall well-being. This study involved (N = 164) male, female and nonbinary participants over 18 years of age who worked as tenured, tenure-track, or nontenure track faculty, staff and administrators at colleges/universities in the United States during the global pandemic. The participants were recruited via both social media and email and were provided with a link to the survey tool, which included demographic and web-based meeting questions (e.g., frequency, length, and comfort) along with scales to measure perceived stress, subjective well-being, mental fatigue and sleep quality. The current study did not find a relationship between the frequency of meetings and overall well-being (p = 0.294). However, statistically significant relationships were found between meeting length and overall well-being (p = 0.003) and between comfort with the web-based meeting platform and overall well-being (p = 0.030). Based on the findings of this study, meeting organizers may consider scheduling meetings for less than two hours and providing training to ensure participants are proficient in the web-based meeting platform in order to support overall well-being. Full article
(This article belongs to the Special Issue Internet Uses in the Current Age: What Changed?)
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