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This article draws on moral theory to explore how 415 adolescents made decisions when confronted with cyberbullying events and further examines whether adolescents with different individual factors (i.e., gender and educational level) have differences in moral philosophy and cyberbullying intention. A scenario-type questionnaire including three cyberbullying events (harassment, denigration and exclusion) was employed to investigate how students apply five moral philosophies in different cyberbullying cases and their engagement intentions in these activities. The results indicated that adolescents adopted a mixed moral philosophy to evaluate cyberbullying events. Females were more inclined to adopt stricter moral equity and relativism to evaluate cyberbullying incidents, while males possessed stronger cyberbullying intention in all scenarios. Junior high school participants tended to believe that all types of cyberbullying are less beneficial to them than university participants. In addition, five moral philosophies can conjointly forecast intentions in three scenarios, accounting for 42 to 57% of the variance. Among them, moral equity is a common predictor. Based on the results, recommendations are provided to reduce the possibility of cyberbullying occurrence by strengthening the content of moral education.

The purpose of this study was to investigate the relationship among Taiwanese high school students' learning style, sense of presence, cognitive load, and affective and cognitive learning outcomes in an immersive virtual reality-based learning environment. This study used a teaching experiment intervention method. Seventy-seven students participated in the virtual reality-based learning environment and completed related scales and a test. This study found that although the students' learning style does not influence learning outcomes, it may influence the subjective sense of presence and cognitive load in the learning process. Regarding the affective learning outcome, involvement/immersion, sensory fidelity, and mental effort are positive predictors. In addition, involvement/immersion, interface quality, mental load, and mental effort are negative predictors of cognitive learning outcomes. The conclusion from this study is that students with some learning style preferences must bear a greater cognitive load to achieve the same learning outcomes as other students. This study also points out that the components of sense of presence and cognitive load generate inconsistent predictive effects on affective and cognitive learning outcomes, respectively. Therefore, it is important to deeply explore the influence of sense of presence and cognitive load structure on learning in virtual environments.

The popularity of Internet usage and the diverse and rich information available online make it easier for students to engage in academic misconduct, especially Internet plagiarism (IP). Therefore, this study investigated the IP intention of Chinese students and analyzed the influence of gender, educational level, achievement goals (AG), low self-control, acceptance, and plagiarism experience on it. A total of 551 students from high school to university participated in this study. It was found that male students had more IP experience than female students, and college students had more IP experience and higher IP intentions than high school students. Correlation analysis showed that all variables in this study were related to each other. Regression analysis showed that AG, low self-control, plagiarism acceptance, and past experience jointly predicted IP intention with a high level of predictive explanatory power (64%). Specifically, students with a dominant mastery approach had lower IP intentions, whereas students with a more impulsive personality, more acceptance of IP, and more IP experience had higher IP intentions. Considering these findings, this article puts forward suggestions to reduce IP. [ABSTRACT FROM AUTHOR]

This study investigates the interrelationships among cyberbullying severity, online disinhibition, and parental online discipline styles and further predicts 189 Chinese ethnic minority undergraduate students' helping behaviors in various cyberbullying incidents. The t test analysis showed that females judged cyberbullying behaviors viewed from the victim's perspective as more harmful than males and were more willing to reach out to victims of specific cyberbullying incidents (outing and trickery and flaming). In contrast, males perceived a stronger toxic disinhibition effect and stronger technical intervention and monitoring from parents. The correlation analysis indicated that the perceived severity of cyberbullying from the two perspectives and the toxic disinhibition effect were correlated with all helping behaviors. Finally, the regression analysis revealed that gender, the perceived severity of cyberbullying from the two perspectives, the online disinhibition effect, and the parental online discipline style jointly predict students' helping behaviors with a moderate level of predictive power. Furthermore, perceived severities from both the bully and victim perspectives were common determinants for predicting students' helping behaviors. This study confirms the utility of perceived severity and determines the impact of research factors on minority bystanders' helping behaviors in cyberbullying, thereby addressing the research gaps in previous studies. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare the academic dishonesty (AD) experience of students from Mainland China and Taiwan. Specifically, we investigated students' current self-reported personal AD, their perception of peers' AD, the climate of academic integrity and their awareness of AD's seriousness. Furthermore, we sought to explore the relationship between AD behavior and several variables. In total, 605 students from Mainland China (n = 368) and Taiwan (n = 237) were recruited to participate in the study. All the participants perceived that they were less involved in AD than their peers, and students from both areas ranked the gravity of AD offenses similarly. However, Chinese students generally reported higher rates of improper credit attribution, fraudulence, and falsification than their Taiwanese counterparts. Finally, two regression models revealed gender, perception of peer AD, and awareness of AD's seriousness were significant variables in terms of predicting self-reported personal AD, and there existed interactions between the students' perception of peer AD and gender. Witnessing peers' misconduct influenced males more than females in terms of engaging in AD for both Mainland Chinese and Taiwanese students.

This study aimed to validate a systematic instrument to measure online players' motivations for playing online games (MPOG) and examine how the interplay of differential motivations impacts young gamers' self-concept and life adaptation. Confirmatory factor analysis determined that a hierarchical model with a two-factor structure of Social-engaging and Social-disengaging MPOG has better factorial validity than one-factor and two-factor models. The study found that individuals who play online games with Social-engaging MPOG are more likely to have a healthy self-concept and life adaptation, whereas players who have Social-disengaging MPOG have poorer self-concepts and experience a significant, negative, and indirect effect on life adaptation through their self-concept.

The purpose of this study was to investigate the relationships between online misrepresentation (OM), self-disclosure (SD), cyber-relationship motives (CRM), and loneliness in teenagers. A survey was conducted using a sample of 608 Taiwanese teenagers (13 to 18 years of age). The instruments used include scales of loneliness, OM, and SD in real life (SD-R) and in cyberspace (SD-C). The findings show that 70.23% of teenagers report engaging in OM, indicating that it is a universal phenomenon. This study found no gender differences in reported OM and found that teenagers with online dating experiences exhibited different SD behavior online and offline. A multiple regression analysis showed that a lower valence of SD-R and an increase in the depth of control and accuracy of both SD-C and OM were predictive of teenagers' CRM with an overall middle level of explanatory power; further, lower accuracy and increased intent of SD-R, as well as increases in intentions of easier communication and sexual partners of CRM, were predictive of teenagers' OM, with overall low levels of explanatory power. Recommendations for future research are suggested. (Contains 4 tables.)

The purpose of this study was to investigate the relationships between online misrepresentation (OM), self-disclosure (SD), cyber-relationship motives (CRM), and loneliness in teenagers. A survey was conducted using a sample of 608 Taiwanese teenagers (13 to 18 years of age). The instruments used include scales of loneliness, OM, and SD in real life (SD-R) and in cyberspace (SD-C). The findings show that 70.23% of teenagers report engaging in OM, indicating that it is a universal phenomenon. This study found no gender differences in reported OM and found that teenagers with online dating experiences exhibited different SD behavior online and offline. A multiple regression analysis showed that a lower valence of SD-R and an increase in the depth of control and accuracy of both SD-C and OM were predictive of teenagers' CRM with an overall middle level of explanatory power; further, lower accuracy and increased intent of SD-R, as well as increases in intentions of easier communication and sexual partners of CRM, were predictive of teenagers' OM, with overall low levels of explanatory power. Recommendations for future research are suggested. [ABSTRACT FROM AUTHOR]