During the COVID-19 outbreak, educational institutions were closed, and students worldwide were confined to their homes. In an educational environment, students depend on collaborative learning (CL) to improve their learning performance. This study aimed to increase the understanding of social media adoption among students during the COVID-19 pandemic for the purpose of CL. Social media provides a learning platform that enables students to easily communicate with their peers and subject specialists, and is conducive to students' CL. This study addresses the key concept of CL during the COVID-19 pandemic by assessing social media use among students in higher education. The relationship between social media use and students' performance is crucial to understanding the role of social media during a pandemic. This study is based on constructivism theory and the technology acceptance model. Structural equation modeling was used to analyze the conceptual model using SmartPLS. The research findings indicate that social media plays an important role during the pandemic because it provides opportunities for students to enhance CL under the aforementioned situations. This study makes noteworthy theoretical and practical contributions.

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Social Media for Knowledge Acquisition and Dissemination: The Impact of the COVID-19 Pandemic on Collaborative Learning Driven Social Media Adoption

The Extensible Data-Brain Model: Architecture, Applications and Directions

The term Social Networking Tools is used for social media applications accessible via mobile devices/smartphones; their use has become ubiquitous among college students, especially after the COVID 19 Pandemic, due to which the institutes of Higher education were shut down. A research gap was identified as the students’ acceptance of these learning tools has not been studied to the best of the author’s information, in India. The current study employs the conceptual model based on the UTAUT model by Venkatesh et al. (MIS Q 27(3):425–478, 2003), extended and modified by Khechine et al. (Br J Educ Technol 51 2306–2325, 2020. https://doi.org/10.1111/bjet.12905
 ). The sample comprised 305 students, 48 females (15.7%) and 257 males (84.3%), with an average age of 18 years. Partial least squares structural equation modeling (PLS-SEM), a methodology of structural equation modeling which allows the assessment of any complex cause-effect model comprising latent variables was used for assessing the hypothesized model using SmartPLS version 3.2.9. The results show that the college students were impacted by Performance Expectancy PE, Effort expectancy EE, and Social Influence SI in shaping their behavioral intention BIU; Facilitating conditions FC and Intrinsic Values IV didn’t influence their behavioral intention. However, their behavioral intention BIU and their Intrinsic Values (IV) influenced their intention to use (IU) social networking tools for learning for Higher education, in the Indian context.

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College students’ reception of social networking tools for learning in India: an extended UTAUT model

This investigation sought to examine physical activity (PA) as a potential determinant of chronic boredom and associated well-being within the context of COVID-related restrictions. A representative sample of U.K. adults (N = 1,521) completed a survey on June 1, 2020. Bivariate analyses demonstrated that individuals who met guidelines and maintained or increased PA scored higher on life satisfaction, worthwhileness, and happiness and lower on anxiety (i.e., indicators of well-being) and boredom proneness (d = 0.13-0.43). Boredom proneness was correlated with all indicators of well-being (r = .38-.54). A series of regression models revealed that PA predicted lower boredom proneness and better life satisfaction, worthwhileness, and happiness. Boredom proneness accounted for the covariance between PA and well-being. Prospective research is needed to confirm causality of the observed relationships.

Relationships Between Physical Activity, Boredom Proneness, and Subjective Well-Being Among U.K. Adults During the COVID-19 Pandemic.

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Boredom and problematic Facebook use in adolescents: What is the relationship considering trait or state boredom?

Happiness is a hot topic in psychology in recent years. In the network environment, it is of great significance to explore people's subjective well-being.With the increasing use of smart phones, mobile social-media, especially in the form of short video, begins to play an important role in people’s life, and has been associated with the subjective well-being of users. However, the problematic use of mobile social-media also emerges at the same time. This study aims to reveal the relationship between the problematic use of mobile social-media and subjective well-being, and figure out the effect of the Boredom Proneness in mediating the relationship. Therefore, three rating scales were employed to measure the related psychological factors of 656 participants who use mobile applications for sharing short video, including Problematic Mobile Social Media Usage Assessment Questionnaire, Subjective Well-being Scale, and Boredom Proneness Scale. Firstly, significant interactions were found between monthly living expenses and use of mobile social-media, which were recognized as factors affecting subjective well-being. Secondly , there was significant negative correlation between use of mobile social-media and subjective well-being in both the high level and low level of populations, while there was no significantly correlation between the moderate-level groups and subjective well-being. Lastly, it has illustrated that boredom mediates the relationship between mobile social media use and subjective well-being. Our findings indicate that whether the short video can be viewed reasonably directly affects the user's subjective well-being; the use of mobile social media affects the subjective well-being through boredom to a certain extent.

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The Relationship Between the Use of Mobile Social Media and Subjective Well-Being: The Mediating Effect of Boredom Proneness.

To investigate the relationships among child psychological abuse and neglect (CPAN), children’s learning engagement, family socioeconomic status (family SES), and children’s academic achievement, 271 children (Mage = 9.41 ± 0.81 years old) and their parents participated in this study with a longitudinal design. Results revealed that learning engagement at T1 mediated the relationship between CPAN at T1 and academic achievement at T2 when gender, age, grade, and academic achievement at T1 were under control. Family SES at T1 moderated the relationship between children’s learning engagement at T1 and academic achievement at T2. The association between learning engagement and academic achievement was stronger among children from lower family SES. Our findings highlighted the negative impact of CPAN and the critical role of learning engagement in children’s academic achievement, especially for those from low SES families.

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Longitudinal Association Between Child Psychological Abuse and Neglect and Academic Achievement in Chinese Primary School Children: A Moderated Mediation Model

Cognitive regulation of emotion has been proven to be effective to take control the emotional responses. Some cognitive models have also been proposed to explain the neural mechanism that underlies this process. However, some characteristics of the models are still unclear, such as whether the cognitive regulation will be spontaneously employed by participants implicitly. The present study recruited the fMRI experiment to focus on the discomfort induced by viewing aversive pictures, and the emotional self-regulation during picture viewing. By using the dynamic causal modeling (DCM), 50 putative models of brain functional networks were constructed, one optimal model that fitted the real data best won the comparison from the candidates. As a result, the optimal model suggests that both the ventral striatum (VS)-centric bottom-up and the dorsolateral prefrontal cortex (DLPFC)-centric top-down regulations are recruited for self-regulation on negative emotions. The DLPFC will exert modulatory influence on the VS only when the VS fails to suppress the induced emotions by self-inhibition.

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A dynamic causal model on self-regulation of aversive emotion.

As one of the types of mobile social media, short video has a huge number of users in China, which is over 873 million, accounting for 88.3% of the total number of Internet users by December 2020. The purpose of this study is to understand the emotional and psychological state of users in process of using short video and improve the subjective well-being level of the users. Methods: The Study conducted in-depth interviews with 12 short video users to explore the factors that affect the subjective well-being of short video users. Results: (1) The influential factors affecting the subjective well-being of short video users in the process of using social media usage were information overload and social pressure in environmental factors; physical condition, emotional state, aesthetic fatigue, social comparison, fear of missing out, self-expectation and self-control in personal factors; passive use and diving factors in behavioral factors; (2) It was further generalized that boredom proneness and time management proneness are the two most important factors that affect users’ subjective well-being. Conclusion: The most important factors influencing the subjective well-being of short video users are boredom proneness and time management proneness.

Xiuya Lei

Papers

The Relationship Between the Use of Mobile Social Media and Subjective Well-Being: The Mediating Effect of Boredom Proneness.

Longitudinal Association Between Child Psychological Abuse and Neglect and Academic Achievement in Chinese Primary School Children: A Moderated Mediation Model

A dynamic causal model on self-regulation of aversive emotion.

Study on the Influencing Factors of Short Video Users’ Subjective Well-Being

The relationship between media multitasking and creativity: Explanations from multiple perspectives