Search

This study aimed to understand how COVID-19 affected social connection, barriers to connection, and generated ideas for creating pro-connection activities and spaces. The approach was guided by design principles and included generative interviews and a group workshop with young people aged 16–24 years. COVID-19 allowed young people to recognize the importance of face-to-face and incidental social contacts and appreciate deeper connections to friends, family, and community. Young people identified barriers and enablers to forming quality social connection as confidence, the time and effort taken to build meaningful friendships, mental health, and cultural identity. Programmes that overtly tackle social connection were considered unappealing and usually reach only those who are already engaged. Instead, social connection is a by-product of other activities that take a 'mild structure, low pressure' approach and focus on strengths and interests. Activities and spaces must be free and easy to access and involve multiple engagements over time. [ABSTRACT FROM AUTHOR]

Social isolation and loneliness pose significant challenges to individual well-being and public health. Conversational AI agents have emerged as a promising tool for addressing social isolation by providing personalized support and companionship to isolated individuals. This study aims to investigate the role of conversational AI agents in providing support and social care for isolated individuals. It seeks to understand the effectiveness of these agents in mitigating loneliness, enhancing social connectedness, and improving overall well-being. While previous research has explored the use of technology for combating social isolation, this study focuses specifically on conversational AI agents and their unique capabilities in delivering personalized and empathetic support to isolated individuals. The research framework encompasses a mixed methods approach, incorporating both qualitative and quantitative methods to explore the experiences and perceptions of isolated individuals interacting with conversational AI agents. Preliminary findings suggest that conversational AI agents hold promise in providing meaningful support and companionship to isolated individuals. Qualitative analysis reveals themes related to the perceived usefulness, ease of use, and emotional connection facilitated by these agents. Quantitative analysis indicates correlations between factors such as age, gender, and the effectiveness of conversational AI agents in addressing social isolation. This study underscores the potential of conversational AI agents in alleviating social isolation and loneliness among isolated individuals. These agents assist in improving general well-being and social connectivity by offering individualized assistance and companionship. The findings guide academics, practitioners, and policymakers who want to use technology to combat social isolation and enhance mental health outcomes. [ABSTRACT FROM AUTHOR]

Education plays an important role in sustainable global development and is essential for the fulfillment of all 17 SDGs. Universities are starting to train the new generations of specialists who will meet the objectives of sustainable rural development. The purpose of this paper was to identify the role of the USAMV CN Library through its resources, on the training of future specialists to respond to sustainability objectives. The methodology used to analyze the library's resources is the Universal Decimal Classification. The library database and the inventory registers with the publications fund were queried. It was found the existence of specialty fund for each faculty. The report no.titles/no.students is higher for Animal Husbandry and Biotechnologies and lower for Veterinary Medicine. The existence of publications dealing with the three pillars of sustainability in all the last 20 years was found. Most of the publications belong to the social pillar. Regarding the loan, it suddenly decreases starting with 2017. Also, it is higher at the beginning of the academic year and during the session. Most loans were made by the students of the Faculty of Veterinary Medicine. Most loans fall under the social pillar, followed by the environmental and the economic pillars. [ABSTRACT FROM AUTHOR]

This paper seeks to capture the relationship between media visibility, social mobility, and the formation of social groups in the 20th century by introducing the concept of "high society." In many countries around the world between the 1880s and 1920s, the traditional focus in journalism on politics and economics shifted towards a new form of so-called society news and gossip. In this context, high society emerged as a social group that was no longer determined solely by family ties, wealth, or profession, but rather by mass media visibility. Media professionals decided who was "in" high society -- and who was not -- while high-society members and those who wanted to become part of it adopted a distinctive media-related behavior. Thus, the practices of self-mediatization that we now associate with social media are part of a historical development that stretches back to the first half of the 20th century. Moving beyond "class," "elite," or "celebrity," the paper outlines the key features of high society by revisiting the extraordinary life of Zsa Zsa Gabor. Firstly, Gabor's often belittled career exemplifies how social status in the 20th century developed within specific media constellations (press, film, radio, television) and was connected to constantly changing media and performance skills. Alongside race, class, gender, and nationality, age and the body therefore came to the fore as central categories that structured society. Secondly, her journey from Hungary to the United States, her transnational relationships, and her sweeping fame raise the question of high society's global reach and the connectedness of the mass media and its publics. [ABSTRACT FROM AUTHOR]

The author describes the use of media, such as drawing, painting, speaking, digital art, Internet, music, film and writing, as sites of memory in teaching art online during the COVID-19 pandemic. The online class explored students' subconscious minds, personal memory and collective memory using multimedia choice-based art. The outcome of the media teaching and learning are highlighted, including development of a sense of identity through memory as a place of belonging.

First-generation college students (FGCS) experience high rates of attrition compared to continuing generation college students. FGCS frequently identify with several other historically marginalized identities on college campuses. The development of a sense of belonging on-campus is one of the main drivers of retention. The current study examines how sense of belonging on-campus develops during the first-year of college for different FGCS and how attitudes about on-campus relationships evolve over time. Thirteen participants were interviewed at three time points during their first year of college. Grounded theory analysis revealed four themes: 1) higher education provides a cultural learning environment; 2) multiple factors create challenges to relationship building; 3) extreme value differences create hard limits around friendships; and 4) within group friendships provide social and psychological value. Findings extend the current literature on the importance of social belonging for retention of diverse FGCS and highlight the importance of intersectionality in this work. [ABSTRACT FROM AUTHOR]

Parenting enhancement contributes to the development of positive child behaviour and strengthening of family connectedness. This qualitative study explores the experiences of 10 experts (social workers, child and youth care workers, and researchers) in the field of parenting through semi-structured interviews to strengthen family connectedness in families with children with behavioural problems (FCBPs). Using Tesch's qualitative analysis, three main themes emerged: (a) barriers to family connectedness, (b) parenting styles, and (c) parenting programmes in strengthening family connectedness. The findings of the study highlight the barriers experienced by experts and the lack of evidence-based parenting programmes in the strengthening of family connectedness in FCBPs in rural areas in South Africa. The study therefore recommends that practitioners in the field of parenting should receive specialised parenting training on how to strengthen family connectedness in FCBPs. [ABSTRACT FROM AUTHOR]

INTRODUCTION: The Covid-19 pandemic potentially increased loneliness among older Chinese migrants. There is a paucity of literature on the use of digital technology by this older population in Aotearoa New Zealand. Computer-mediated communication may assist in ameliorating loneliness through maintaining connections. METHOD: Using semi-structured interviews, two groups of participants were recruited from a social work agency serving older adults in a small study conducted in Aotearoa New Zealand. Three community social workers who work with this population were interviewed along with five older Chinese migrants. FINDINGS: Community social workers recognised the potential for digital technology to enhance connectedness for older migrants, although they were concerned by the barriers posed by skills, confidence, and language. The older migrants did not report loneliness and reported good social connections. Having time available to learn new skills, most older participants embraced digital technology, with some concerns about the possible risks of using digital platforms, a concern shared by social workers. IMPLICATIONS: The impact of Covid-19 globally changed how people could interact with one another and carry out daily routines. This small study confirms the potential for enhanced connections for older migrants, particularly under pandemic conditions utilising communications technology. [ABSTRACT FROM AUTHOR]

This study contributes to the social connectedness literature by exploring the range of social interactions that people experience on a daily basis using time diary data. First, we investigate the different types of people whom individuals encounter in everyday life (i.e., family, friends, co-workers, acquaintances, others). Quantifying the degree of this social exposure provides insight into potential sources of support, information, comparison, and control. It further allows us to capture certain types of social connections that are commonly missed in traditional social network questionnaires. Second, we examine how social context fosters interactions between different types of people. Upon analyzing data from the American Time Use Survey, we find that a majority of respondents (69%) engaged in at least one interaction with a non-household member in a 24-hour period. We also found that interactions with different types of people varied according to social context. Interactions with friends, acquaintances, and "others" were significantly more likely to occur in public contexts rather than private or professional contexts. Collectively, our findings highlight the prevalence of social exposure among the American population as well as the important role of social context in making these interactions possible. • Uses time diary data to assess social connectedness in everyday life. • Quantifies number of social interactions people experience in day. • Examines how interactions with different types of people are contextually patterned. [ABSTRACT FROM AUTHOR]

Copyright of Sociology & Space / Sociologija i Prostor is the property of Institut za drustvena istrazivanja u Zagrebu (Institute for Social Research of Zagreb) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The complexities referred to in the search for "accuracy" in the diagnosis of cystic fibrosis (CF) point to reflections around "what is needed" in the current situation of "precision medicine". We analyzed the discourses of 19 social actors belonging to the community of specialists in cystic fibrosis, exploring the semantic meanings of the word "precision", and the barriers to diagnosis and innovations in therapeutics. We adopted the critical discourse analysis (CDA) of Norman Fairclough in order to achieve the discursive constructions around the integrality of care, the guarantee and equitable supply of basic social needs. Access was identified as an emic category when in the social arenas of dispute are health needs and the right to life. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The authors describe the shift from an upper-division university to a four-year school and the establishment of an honors program as a result. This essay chronicles the inaugural honors class, characterizing the pioneering aspect of its undergraduates. Reflecting on institutional history and the neighborliness of honors, authors consider the impact that livinglearning community (LLC) experience and classroom spaces have on both the individual and the collective. Authors discuss the utility of student codes of conduct, agreed-upon guidelines for class discussions, and student input on course design and delivery. Across the spectrum of undergraduate experiences--from those during the first year to senior seminars--authors observe specific ways in which their students exhibit the neighborly values of belonging, conversation, and caring presented by Dr. Ada Long (1945-2024). Authors conclude that this historically unique living-learning honors program offers opportunities for students to experiment with, develop, and refine their definition of neighborliness while exemplifying leadership on campus, in the state capital community, and beyond to the world at large. [ABSTRACT FROM AUTHOR]

In response to Dr. Ada Long's 1995 NCHC Presidential Address "Honors as Neighborhood," the author argues that making honors an open neighborhood is a worthy goal that requires significant work. Programs emphasizing student and faculty reflection, diverse voices, purpose, and the wholeness of human beings increase a sense of belonging in honors. Long's presence, words, and ideas continue to inspire the work of others. [ABSTRACT FROM AUTHOR]

Violence is a serious public health issue and constitutes a historical social phenomenon with diverse causes and consequences, and multiple manifestations. The main victims continue to be populations left vulnerable and marginalised, where dimensions including gender, class, race and social belonging intersect. Although studies to explain the phenomenon of violence do address ethnic and racial issues, they tend not to consider violence as stemming also from institutional racism. This paper examines data from a qualitative and quantitative study drawing on focus groups and semi-structured interviews to evaluate symbolic and structural violence experienced by young black people from 15 to 29 years old residing in peripheral neighbourhoods of two Brazilian state capitals - Recife and Fortaleza. The focus is on their standpoints that situate the intersectionality, especially among race/skin colour, territorial belonging and class, in the very definition of identity. In both capitals, the young black people revealed a common reality: life projects constrained by economic limitations and by the concrete or symbolic demarcation of social spaces to which they are denied access. [ABSTRACT FROM AUTHOR]

Background: Persons with disabilities are more likely to have poorer livelihood outcomes, including food insecurity. Inequalities are heightened for young women with disabilities, especially in times of crisis. Objectives: To understand the livelihood experience of young South African women with and without disabilities during the coronavirus pandemic (COVID-19). Method: We conducted a longitudinal study with 72 young women with and without disabilities enrolled in tertiary institutions in eThekwini, South Africa. We undertook a series of in-depth interviews collecting quantitative and qualitative data, prompting participants' experiences during the COVID-19 pandemic, including living arrangements, impact on education, access to resources and food security. Results: Participants reported livelihood changes related to living arrangements, education, income, and social connectedness during the pandemic. Social grants (old-age pension, child support, disability grant) and student stipends were critical financial resources to ensure food security. Participants with disabilities were more likely to experience food insecurities and moderate hunger, with their households having less access to mitigating resources such as land or livestock. Deaf participants also reported social isolation. Conclusion: The study shows that social protection mechanisms mitigated the financial impact of the lockdown for all recipients but that participants with disabilities still struggled more than others to ensure food security. These additional challenges may be related to pre-existing inequalities, with participants with disabilities and their households having less access to natural resources and financial stability. Contribution: This paper focuses on young women with and without disabilities and provides insight into the similarities and differences in their experiences. [ABSTRACT FROM AUTHOR]

University First Year Seminar (FYS) programs are diverse in their content and pedagogy. Yet all seek to assist first-year students in the difficult college transition. The purpose of this pilot study was to evaluate if grouping similar academic majors into the existing First Year Seminar (FYS) courses would improve social connectedness, use of academic resources, and engagement on campus. A subset of first year students were assigned to either the control group (CON) of normal mixed major sections, or to the experimental course (EXP) with only related majors. Thirteen EXP and 36 CON students completed the data collection, including an 18-question social support survey administered at the beginning and end of the course. Additionally, two open-ended qualitative analysis questions were asked related to student expectations and perceived course outcomes. Lastly, the three instructors of the EXP and CON courses studied were interviewed using phenomenological methods approximately one week after the end of the semester. Between-groups analysis of the 18 quantitative survey questions identified that the CON group reported more personal conversations with peers and attendance of campus activities while the EXP group reported more faculty interactions. At the beginning of the course, 77% of the EXP group expected to create social connections as a primary course outcome, while only 19% of the CON group did. Academic skills were a higher expectation among the CON group than the EXP group. When asked more directly, both groups expected to make social connections in the class (86%). However, by the end of the study, the reported outcomes were equivocal. Interviews with FYS professors uncovered their own valuable perceptions of connectedness to the university and recommendations for instructor support were made. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Drawing from a perspective that integrates elements of both subjective and psychological wellbeing, this research explores the experiences of The Jellies, a self-organising, all-female open water swimming group. The article outlines how the women's participation in this group created a 'sisterhood' that enhanced and maintained their physical, social and emotional health, social connectedness and affinity for natural aquatic environments ('blue spaces'). This study offers insights into how social workers can act as intermediaries, aiding women in establishing sisterhoods of supportive networks and solidarity. METHODS: The research employed a thematic analysis to explore the perspectives and experiences of 39 women who belonged to a self-organising, open-water swimming group. Recruitment was through purposeful sampling. FINDINGS: The research sheds light on the importance of women-only spaces and their contribution to women's overall wellbeing, including fostering a sisterhood of solidarity and mutual support. Swimming provided a context for the women to address their need for physical activity, navigate their emotional landscape and create connections of belonging, support and solidarity. However, culture and gender norms and economic positioning excluded, silenced and marginalised some women from accessing blue spaces. CONCLUSION: The findings invite social workers to rethink the use of blue spaces as a novel community-building asset and to learn from an organically formed all-women's swimming group about alternative ways to empower and sustain women's overall wellbeing. Social workers can gain insight into how women understand and formalise belonging, and how belonging enables, or not, women to navigate their environmental and emotional geographies. [ABSTRACT FROM AUTHOR]

In both parts of post-war Germany, the promise of progress played a central role in imagining and implementing new frameworks of social belonging and their formalization in the institution of citizenship. This article investigates how ideologies of progress were employed by various political and cultural actors in East Germany to support processes of citizenship formation and the consolidation of an independent statehood. I open with a brief historical discussion to argue that discourses of progress and futurity have played a significant role for all modern nation states independently of their ideological positioning. I will then proceed to show that the GDR, together with other socialist states, stands out in this regard due to the extent that its temporal politics were both modelled by and predicated on the particularity of its economic paradigm: the centrally planned economy. Following an analysis of the realm of formalized politics I will discuss how ideologies of progress manifested and were critically reviewed in the realm of literary production. [ABSTRACT FROM AUTHOR]

Addressing worldwide declines in adolescents' school belonging requires identifying factors to target in reversing this trend. We hypothesized that adolescents with higher levels of teacher connection and perspective-taking would have greater school belonging and that the joint association of both factors with school belonging would be more than additive. We analysed cross-sectional survey data from 15-year-olds in 62 countries (N = 392,096) collected in the 2018 Programme for International Student Assessment. Measures were expressed in standard deviation (SD) units. Based on regression models with both factors plus covariates, school belonging increased 0.12 (95% CI: 0.11, 0.13) units for a 1.00 SD increase in teacher connection and 0.09 units (95% CI: 0.08, 0.10) for a 1.00 SD increase in perspective-taking. The observed (joint) association of both factors with school belonging was 19.0% greater than the expected (additive) association. Efforts to increase teacher connection and perspective-taking could improve school belonging. [ABSTRACT FROM AUTHOR]

Festivals and events can be a platform for interactions and social connections. More recently, events have been linked to social well-being, assisting in reducing loneliness and increasing social connectedness. However, with the emergence of COVID-19, event attendance has been altered as people have been restricted from attending face-to-face events and virtual events have become a popular mode of events. This study, therefore, aims to examine whether the frequency and mode (face-to-face and virtual) of event attendance influence attendees??? feelings of loneliness and social connections. The survey results reveal the significant relationship between face-to-face event attendance and social connectedness. In contrast, the frequency of virtual event attendance was not found to have a significant effect on social connectedness or loneliness. The type of face-to-face and virtual events attended was also reported in the study, providing us with some understanding of event attendance amongst changing times. [ABSTRACT FROM AUTHOR]

Drawing on the Psychology of Working Theory, the aim of this study is to assess the relationship between decent work, work needs' satisfaction and entrepreneurial intentions in Burkina Faso, Switzerland, and Togo. We also test the applicability of the model of entrepreneurial intentions in these countries. Using a sample of 1,829 individuals we conducted structural equation modeling and multigroup analyses. Our results show that the model of entrepreneurial intentions is applicable in West Africa and Switzerland, and that it seems that perceived control and attitudes towards entrepreneurship are particularly important for entrepreneurial intentions. In all three countries, decent work contributes to the satisfaction of survival, social connectedness, and self-determination needs. Decent work and the satisfaction of needs do not seem to influence entrepreneurial intentions suggesting that other factors are important for the development of entrepreneurial intentions. The implications for policy, education and career guidance and counseling are presented. [ABSTRACT FROM AUTHOR]

Jobs have arguably failed to deliver for most job holders worldwide, with mass precariousness now the norm across the globe. Where does this leave career development, which is often associated with jobs? One constant is working to make a living. Securing that goal into the future – which is what 'career' implies – may require more than just what the United Nations/International Labour Organization call 'Decent work'. 'Sustainable Livelihoods' span multiple forms of work, emphasise social connectedness, including social protection against crises of all kinds, plus protecting the ecosystem for present and future generations. As such, they resonate with all 17 of the 2015–2030 United Nations Sustainable Development Goals. They further imply re-starting anew with a metaphorical clean slate concerning how we (meaning all work and career professionals) conceptualise work, and work together to support sustainable careers for others. Biased in Humanitarian Work Psychology, this paper starts to sketch out a shape for that collaboration. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia Contemporanea is the property of Historia Contemporania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article details how Padlet, an online interactive tool that allows contributors to exchange ideas and information synchronously and asynchronously, can promote art student engagement and belonging in stressful conditions. Topics include the transition by art teachers to online learning experience in the wake of the COVID-19 pandemic, the digital affordances of Padlet, and the implementation of Padlet at the University of Southern Queensland.

Copyright of Selcuk University Social Sciences Institute Journal is the property of Selcuk University Social Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the relationships between students' psychosocial needs and their preferences for online vs. offline learning in a post-pandemic environment. A mixed-methods study was conducted at a higher education institution in Norway with 240 Bachelor students. Students in a post-covid learning environment value pedagogical forms of student-centered learning, through exploration and group reflection work. Second, students report a preference for limited amounts of online learning. Third, students express a significant need for social support, in the form of non-digital interaction with peers and teachers, and campus-based activities. Finally, while students prefer receiving feedback from peers in physical form, they are also positive toward receiving feedback in a digital form. These findings indicate that higher education institutions should carefully evaluate the amount of digital teaching offered to students, as such choices influence how and to what degree students are able to socially interact with peers and teachers, and their sense of belonging. More research is needed to understand the challenges associated with psychosocial health and well-being among students, and how this relates to online/offline forms of learning. [ABSTRACT FROM AUTHOR]

This paper introduces a novel measure of inequality of opportunity (IOp) in India, by comparing both ex-ante and ex-post results, which aligns with Roemer's (1998) equality of opportunity, theory. The study utilizes data-driven machine learning algorithms, namely conditional inference tree and conditional inference forest, to measure ex-ante IOp, and a transformation tree to estimate ex-post IOp. The findings indicate that, according to the ex-ante approach, approximately 58–61 percent of the overall income inequality can be attributed to variations in circumstances, while around 46 percent of the overall income inequality is explained by differences in the degree of efforts. The results from the tree-based analysis reveal that parents' occupation, sector (rural–urban areas), and geographical regions are the primary circumstances contributing to IOp, which is further confirmed by the Shapley decomposition exercise. Specifically, individuals residing in rural areas in the eastern and central parts of the country, whose parents are employed in low-skilled and unskilled occupations, and have below secondary and no formal education, and who belong to marginalized social groups, exhibit significantly lower average income. Consequently, it is crucial to implement regional-level development policies that specifically target marginalized groups in order to foster a more equitable society and mitigate overall income inequality. [ABSTRACT FROM AUTHOR]

Centered on superiority over a certain group or individual, discrimination becomes predominant in prestigious institutions that pride themselves on exclusivity. Collegiate honors programs tend to deepen this practice by creating highly elite spaces accessible only to a select few. This rigidity can lead to an underrepresentation of historically marginalized groups, students who often lack the necessary resources for achieving academic excellence. This case study examines the ways honors programs inadvertently perpetuate discrimination among different social identities. Using inductive interviewing of honors students (n = 12) to gauge individual perceptions of program diversity, researchers rely on content analysis to generate four themes (relationship, discrimination, exclusion, conformity). By cross-analyzing participant responses with social identities, key programmatic components that may have led to covert systemic bias are uncovered. Results further indicate a possible link between a student’s racial identity and their sense of belonging within the program, with people of color reporting more instances of “othering” and discrimination. This study reveals a pressing need for increasing access to honors for minority students and improving the level of integration and retention among students currently enrolled. [ABSTRACT FROM AUTHOR]

• Contributes to understanding of how LGBTQ+ events support identity construction for a stigmatised group such as LGBTQ+ people. • Study 1 findings outline the process through which stigma informs queer identity construction and social connectedness. • Study 2 explores the nuances in how events can foster different identity expression. [ABSTRACT FROM AUTHOR]

• Recommendation and interactivity on short video platforms enhance social belonging among middle-aged and elderly individuals. • Short video entertainment plays a limited role in fostering social belonging among middle-aged and elderly users. • Social belonging links interactivity, recommendation, and short video addiction among middle-aged and elderly populations. • Flow experience links recommendation, interactivity, and entertainment to addiction among middle-aged and elderly. • Habits strengthens the link between flow experience, social belonging, and addictive behaviors in middle-aged and elderly. The rising prevalence of mobile short video (MSV) addiction among middle-aged and elderly individuals poses a significant threat to their well-being, yet there is a notable paucity of research addressing this critical issue. Drawing on the Stimulus-Organism-Response framework and flow theory, this study examines the relationships between mobile short video characteristics (interactivity, recommendation, and entertainment) and addiction behaviors among middle-aged and elderly users. The research model considers perceived belonging and flow experience as mediating variables, with user habits as a moderating variable. Data were gathered through an online self-administered questionnaire, and structural equation modeling (SEM) was employed for data analysis. The results indicate that recommendation, interactivity, and entertainment are positively related to flow experience, while recommendation and interactivity are positively associated with social belonging. Both flow experience and social belonging are significant determinants of addictive behaviors, with flow experience mediating the relationship between short video characteristics and addictive behaviors, and social belonging mediating the relationship between recommendation, interactivity, and addictive behaviors. Additionally, user habits strengthen the relationships between social belonging and addictive behaviors, as well as between flow experience and addictive behaviors. These findings provide essential insights for designing effective strategies and interventions to prevent and reduce MSV addiction among middle-aged and elderly individuals, ultimately enhancing their digital literacy and quality of life. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Adverse childhood experiences (ACEs), which include abuse and neglect and various household challenges such as exposure to intimate partner violence and substance use in the home, can have negative impacts on the lifelong health of affected individuals. Among various strategies for mitigating the adverse effects of ACEs is to enhance connectedness and social support for those who have experienced them. However, how the social networks of those who experienced ACEs differ from the social networks of those who did not is poorly understood. Objective: In this study, we used Reddit and Twitter data to investigate and compare social networks between individuals with and without ACE exposure. Methods: We first used a neural network classifier to identify the presence or absence of public ACE disclosures in social media posts. We then analyzed egocentric social networks comparing individuals with self-reported ACEs with those with no reported history. Results: We found that, although individuals reporting ACEs had fewer total followers in web-based social networks, they had higher reciprocity in following behavior (ie, mutual following with other users), a higher tendency to follow and be followed by other individuals with ACEs, and a higher tendency to follow back individuals with ACEs rather than individuals without ACEs. Conclusions: These results imply that individuals with ACEs may try to actively connect with others who have similar previous traumatic experiences as a positive connection and coping strategy. Supportive interpersonal connections on the web for individuals with ACEs appear to be a prevalent behavior and may be a way to enhance social connectedness and resilience in those who have experienced ACEs. [ABSTRACT FROM AUTHOR]

Background: Social connectedness decreases human mortality, improves cancer survival, cardiovascular health, and body mass, results in better-controlled glucose levels, and strengthens mental health. However, few public health studies have leveraged large social media data sets to classify user network structure and geographic reach rather than the sole use of social media platforms. Objective: The objective of this study was to determine the association between population-level digital social connectedness and reach and depression in the population across geographies of the United States. Methods: Our study used an ecological assessment of aggregated, cross-sectional population measures of social connectedness, and self-reported depression across all counties in the United States. This study included all 3142 counties in the contiguous United States. We used measures obtained between 2018 and 2020 for adult residents in the study area. The study's main exposure of interest is the Social Connectedness Index (SCI), a pair-wise composite index describing the "strength of connectedness between 2 geographic areas as represented by Facebook friendship ties." This measure describes the density and geographical reach of average county residents' social network using Facebook friendships and can differentiate between local and long-distance Facebook connections. The study's outcome of interest is self-reported depressive disorder as published by the Centers for Disease Control and Prevention. Results: On average, 21% (21/100) of all adult residents in the United States reported a depressive disorder. Depression frequency was the lowest for counties in the Northeast (18.6%) and was highest for southern counties (22.4%). Social networks in northeastern counties involved moderately local connections (SCI 5-10 the 20th percentile for n=70, 36% of counties), whereas social networks in Midwest, southern, and western counties contained mostly local connections (SCI 1-2 the 20th percentile for n=598, 56.7%, n=401, 28.2%, and n=159, 38.4%, respectively). As the quantity and distance that social connections span (ie, SCI) increased, the prevalence of depressive disorders decreased by 0.3% (SE 0.1%) per rank. Conclusions: Social connectedness and depression showed, after adjusting for confounding factors such as income, education, cohabitation, natural resources, employment categories, accessibility, and urbanicity, that a greater social connectedness score is associated with a decreased prevalence of depression. [ABSTRACT FROM AUTHOR]

Background: Cross-sectional studies have found a relationship between social media use and depression and anxiety in young people. However, few longitudinal studies using representative data and mediation analysis have been conducted to understand the causal pathways of this relationship. Objective: This study aims to examine the longitudinal relationship between social media use and young people's mental health and the role of self-esteem and social connectedness as potential mediators. Methods: The sample included 3228 participants who were 10- to 15-year-olds from Understanding Society (2009-2019), a UK longitudinal household survey. The number of hours spent on social media was measured on a 5-point scale from "none" to "7 or more hours" at the ages of 12-13 years. Self-esteem and social connectedness (number of friends and happiness with friendships) were measured at the ages of 13-14 years. Mental health problems measured by the Strengths and Difficulties Questionnaire were assessed at the ages of 14-15 years. Covariates included demographic and household variables. Unadjusted and adjusted multilevel linear regression models were used to estimate the association between social media use and mental health. We used path analysis with structural equation modeling to investigate the mediation pathways. Results: In adjusted analysis, there was a nonsignificant linear trend showing that more time spent on social media was related to poorer mental health 2 years later (n=2603, β=.21, 95% CI −0.43 to 0.84; P =.52). In an unadjusted path analysis, 68% of the effect of social media use on mental health was mediated by self-esteem (indirect effect, n=2569, β=.70, 95% CI 0.15-1.30; P =.02). This effect was attenuated in the adjusted analysis, and it was found that self-esteem was no longer a significant mediator (indirect effect, n=2316, β=.24, 95% CI −0.12 to 0.66; P =.22). We did not find evidence that the association between social media and mental health was mediated by social connectedness. Similar results were found in imputed data. Conclusions: There was little evidence to suggest that more time spent on social media was associated with later mental health problems in UK adolescents. This study shows the importance of longitudinal studies to examine this relationship and suggests that prevention strategies and interventions to improve mental health associated with social media use could consider the role of factors like self-esteem. [ABSTRACT FROM AUTHOR]

Background: Older adults are at higher risk for health issues, including mental health problems. This was especially apparent during the COVID-19 pandemic, where older adults were simultaneously more vulnerable to the disease and the mental health concerns created by social distancing. Subsequently, the use of digital communication technology (DCT) became a critical option for maintaining social connectedness in older adults. Prior to the pandemic, the low uptake and use of technology by older adults was an established problem, known as the digital divide. However, not much is known about how this may have changed as a result of the pandemic. Objective: This study aims to explore how older adults maintained social connectedness through DCT during the pandemic and to understand factors influencing the use and acceptance of DCT. Methods: A mixed methods explorative field study was set up, involving surveys and interviews of 25 community-dwelling older adults (65-88 years old) living in the United Kingdom. The surveys included the internet acceptance questionnaire (based on the Technology Acceptance Model [TAM]); COVID-19 dysfunctional anxiety was captured using the COVID-19 Anxiety Scale (CAS). Background information (demographics, use of technology) was gathered before conducting semistructured interviews. We hypothesized that CAS would affect constructs of TAM and that predictive constructs of TAM would have remained valid during the pandemic. We also posited that there would be unidentified themes outside TAM that impacted the acceptance and use of DCT. We used the quantitative data to guide the semistructured interviews, which were then analyzed through thematic analysis to identify additional themes. Results: Correlational analysis showed that CAS influences all constructs of TAM. We also saw that the predictive constructs of TAM, especially the perceived ease of use (PEU) and perceived usefulness (PU), remained valid during the pandemic. Common acceptance-influencing themes were encountered in both quantitative and qualitative analyses, with 3 matching the known constructs of TAM (PU, PEU, and behavioral intention). We identified 2 additional themes affecting acceptance, namely influence of the pandemic (situational context) and privacy and security concerns. DCT use (especially email and videoconferencing use) increased during the pandemic, but the results related to social networking sites were mixed. Conclusions: The COVID-19 pandemic impacted technology acceptance and use by older adults, encouraging their use of certain DCT apps (email and videoconferencing apps, such as WhatsApp). These apps helped insulate them from adverse effects (social isolation and loneliness). Other social networking apps, however, exerted a negative influence, increasing anxiety and a general feeling of negativity. Future studies should maximize older adult agency related to design, privacy, security, and user requirements for development. We also recommend that when studying DCT acceptance for older adults, our additional identified themes should be considered alongside the existing TAM constructs. [ABSTRACT FROM AUTHOR]

A more holistic view is needed regarding the impact of life events on the quality of life of older adults. We explored how senior housing residents perceive the influence of life events on their current quality of life, from a life course perspective. Semi-structured interviews were conducted with 33 residents aged 68 to 97 years from three senior houses. The thematic analysis suggested that events related to social relationships and human agency may influence quality of life in old age. Experiences that contribute to personal development, feeling safe, social connectedness, and a strong sense of human agency were perceived to add quality to life. Events that cause anxiety, reduces one's sense of autonomy, and involve loss of social closeness were perceived to detract from quality of life. Life events can also sometimes evoke [ABSTRACT FROM AUTHOR]

Copyright of Collegium Antropologicum is the property of Croatian Anthropological Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study investigated whether online students’ sense of community and self-determined need satisfaction predicted online course satisfaction during the COVID-19 pandemic. The sample consisted of 136 Australian university students who were studying online during the COVID-19 pandemic. Students completed online surveys for sense of community (i.e., social connectedness and learning community), self-determined need satisfaction (i.e., relatedness, competence, and autonomy), and online course satisfaction. The study results indicated that learning community and social connectedness significantly predicted the self-determined needs and online course satisfaction, with learning community having a large effect size. Autonomy partially mediated the relationship between social connectedness and online course satisfaction; autonomy was the only self-determined need to predict online course satisfaction. It was concluded that online university students require learning communities and social connectedness to meet their needs and have a satisfying learning experience. The self-determined need of autonomy was the most important for student’s satisfaction with their course. These findings have implications for universities to build a sense of community in their courses to support students' needs and improve online course satisfaction. Practitioner Notes 1. The COVID-19 pandemic changed the experience of university students in 2020. 2. Learning community and social connectedness significantly predicted relatedness, competence, and autonomy in the tertiary students sampled. 3. Need satisfaction of autonomy, competence, and relatedness significantly predicted online learning satisfaction 4. Autonomy mediated the relationship between social connectedness and online learning satisfaction, and learning community and online course satisfaction 5. During the COVID-19 pandemic, university students were more satisfied with their online courses when they were engaged in a learning community, socially connected to their peers and instructor, and felt their autonomy self-determined need was met. [ABSTRACT FROM AUTHOR]

Objective: Motivation is a barrier to physical activity (PA) among African American (AA) women, but past studies have implemented a "one-size-fits-all" approach and have not addressed differences in autonomous motivation. This pilot randomized controlled trial assessed the preliminary efficacy of "Developing Real Incentives and Volition for Exercise," a community- and theory-based intervention, which evaluated whether a motivationally matched (vs. a nonmatched) intervention increases daily total PA. Method: In total, 68 AA women (50.72 ± 13.66 years; 86.8% with obesity) were randomized to an 8-week challenge-focused program (targeted toward high autonomous motivation) or rewards-focused program (targeted toward low autonomous motivation). Randomization was stratified by baseline autonomous motivation. FitBits were used during the intervention to promote self-monitoring (both programs) and social connectedness (challenge program only). Results: Both programs retained ≥80% of participants. Process evaluation revealed high attendance, dose, and fidelity (both programs). However, contrary to expectations, across all motivational levels (low and high autonomous), the challenge-focused intervention resulted in a greater increase in total daily PA (primary outcome), with an average increase of 17.9 min in the challenge-focused intervention versus an average decrease of 8.55 min in the rewards-focused intervention. An exploratory follow-up analysis revealed that engagement with the FitBit mobile app predicted greater PA at postintervention in the challenge-focused program. Conclusions: A team-based approach targeting social connectedness, enjoyment of PA, and positive intragroup competition is a promising approach for promoting PA among AA women. These findings are used to guide a discussion on best practices for engaging AA women in future behavioral interventions. What is the public health significance of this article?: Across differences in motivation, a team-based model is a promising approach for promoting PA among AA women. Delivering programs within community-based setting, using positive group competition, and a mobile app to promote social connectedness are suggested best practices for engaging AA women in future interventions. [ABSTRACT FROM AUTHOR]