Suchergebnisse

Die praktische Relevanz der Gesundheitskommunikation ist mittlerweile unumstritten. In der Vergangenheit wurde jedoch oft die theoretische Fundierung der Forschung vernachlässigt. Der Band greift dies durch theoretische Reflexionen und aktuelle empirische Studien auf. Thematisiert werden ethische Aspekte im Bereich des gesundheitsbezogenen Journalismus sowie Herausforderungen für die Gestaltung von Gesundheitskampagnen. Die Beiträge gehen ferner Persuasionseffekten von Gesundheitsbotschaften und dem Einfluss von Gesundheitskommunikation auf die Wahrnehmung und Einstellung zu gesundheitsrelevanten Themen nach. Zudem werden die Gesundheitskommunikation im Internet sowie technologiegestützte Interventionen zur Gesundheitsförderung betrachtet, welche durch die Verbreitung von Smartphones und mobilen Geräten zunehmend an Bedeutung gewinnen. Die Themen werden theoriegeleitet, mit sozialwissenschaftlichen Methoden untersucht und hinsichtlich ihrer Praxisimplikationen diskutiert.Mit Beiträgen von:Florian Arendt, Hendrik Auge, Marko Bachl, Swaantje Barth, Eva Baumann, Svea Benad, Cornelia Betsch, Nicola Döring, Katharina Emde-Lachmund, Maruc Fetzer, Jan A. Finzi, Julia Fränzel, Britta Gramlich, Michael Grimm, Lars Guenther, Marco Haim, Matthias R. Hastall, Anja Kalch, Veronika Karnowski, Sabrina Heike Kessler, Saskia Klenk, Christoph Klimmt, Nanon H.M Labrie, Claudia Lampert, Elena Link, Ramona Ludolph, Jana Männel, Tino Meitz, Jannis Meseke, Lisa Meyer, Alexander Ort, Sarah-Ann Owsianski, Carline E. Perren, Claudia Poggiolini, Sarah Potrafke, Yvonne Prinzellner, Oliver Quiring, Katja Radon, Doreen Reifegerste, Rebecca Renatus, Ute Ritterfeld, Alexander Röhm, Constanze Rossmann, Georg Ruhrmann, Markus Schäfer, Helmut Scherer, Sebastian Scherr, Lisette Scheunert, Daniela Schlütz, Colette Schnedier Stingelin, Urte Scholz, Lisa Schubert, Peter J. Schulz, Markus Seifert, Friedrich Steger, Paula Stehr, Hannah Storch, Freya Sukalla, Katrin Tonndorf, Anna J. M. Wagner, Jascha Wiehn, Julian Windscheid, Anna-Lena Wolf, Silke Wolf, Guido Zurstiege

The ubiquity of media in children's lives makes it increasingly difficult for parents to keep track of their children's screen time, leading to considerable discrepancies in parent- and child-report. In the present study, we aimed to examine if and how these discrepancies can be explained by parent-child communication, in terms of children's self-disclosure, secrecy, and parental solicitation, and to what extend the quality of the parent-child relationship can influence these communication patterns. We tested two structural equation models to investigate the absolute discrepancy between parent and child estimates of children's screen time and parental underestimation, using dyadic data from 854 11-year-olds and their parents, in Switzerland. Our results showed that children's self-disclosure and secrecy behaviors were significantly associated with parental knowledge, where the relationship between self-disclosure and parental knowledge of children's screen time was the stronger among the two. Moreover, a good parent-child relationship, especially parents' ability in perspective taking, was significantly related to increased self-disclosure and decreased secrecy behaviors by children.

Despite today's ubiquitous nature of smartphones among adolescents, little is known about behavioural online and offline longitudinal predictors of problematic smartphone use (PSU). Guided by Uses and Gratifications Theory, we applied latent class analysis on survey data collected in 2017 from a cohort of 1096 adolescents ( Mage = 12.4, SDage = 0.56) and regressed PSU measured 1 year later on class membership, controlling for socio-demographic characteristics, social desirability and autoregressive effects. We extracted four distinct classes: social-recreational onliners ( n = 228), weekend onliners ( n = 331), balanced ( n = 404) and noninvolved ( n = 153). Characterised by significantly more time spent online for recreational and social networking activities, both during weekdays and weekend days, as well as less time for sleep, the social-recreational onliners class showed significantly higher levels of PSU over time. Future studies should assess not only duration but also the frequency of daily online activities to provide further insights into behavioural predictors of PSU.

This longitudinal study explores differences in Internet access and use among school-aged children in Italian-speaking Switzerland and whether and how these differences contribute to inequalities in academic performance. Applying multilevel structural equation modeling with two-wave original survey data from 843 students, their parents, as well as students' end-term school grades, we show that a family's socio-economic status indirectly affects children's school grades as lower parental income leads children to use the Internet more frequently for entertainment and online communication purposes. This form of Internet use also increases as children have more personal digital media devices. As children's increased use of the Internet for entertainment and online communication worsens their academic performance, our results suggest that social inequalities due to children's socio-economic status are reinforced by a second-order digital divide. We discuss potential reasons for our findings as well as their implications and recommendations for possible interventions.

The project was guided by the overarching question: "What does smartphone-mediated communication feel like?". The primary goal was to assess perceptions of mediated communication, using an experimental design and both self-report and psychophysiological data.
This project included two experimental studies where we manipulated synchronicity (immediate or delayed interactions), modality (text with or without emojis), and message valence (positive or negative). The use of psychophysiological data in the second experiment was an innovative element as these data have rarely been collected to study the context of mediated communication.
In addition to the two experimental studies, self-report data collected from the pre-questionnaires of both studies were analyzed to test: a) a moderated mediation model on the role of dispositional trust, social anxiety, and smartphone use in predicting problematic smartphone use, and b) the role of personality traits (including negative affectivity, impulsiveness, and delay of gratification) in association with problematic smartphone use, and their physiological effects on smartphone-mediated communication.

The project was guided by the overarching question: "What does smartphone-mediated communication feel like?". The primary goal was to assess perceptions of mediated communication, using an experimental design and both self-report and psychophysiological data.
This project included two experimental studies where we manipulated synchronicity (immediate or delayed interactions), modality (text with or without emojis), and message valence (positive or negative). The use of psychophysiological data in the second experiment was an innovative element as these data have rarely been collected to study the context of mediated communication.
In addition to the two experimental studies, self-report data collected from the pre-questionnaires of both studies were analyzed to test: a) a moderated mediation model on the role of dispositional trust, social anxiety, and smartphone use in predicting problematic smartphone use, and b) the role of personality traits (including negative affectivity, impulsiveness, and delay of gratification) in association with problematic smartphone use, and their physiological effects on smartphone-mediated communication.

The extensive research literature on media literacy is reflected by diverse theoretical conceptions, assumptions, and conclusions. Nevertheless, the considerations of numerous scholars in this «patchwork of ideas» (Potter 2010, 676) revolve around the importance of critical thinking and the interplay of different generations in the acquisition of media literacy.Many scholars argue that critical thinking is a key qualification for the reflection of possible risks and a media use oriented towards opportunities. The ability to use media critically is directly linked to democratic-theoretical considerations, where information (Buckingham 2007), knowledge (Potter 2010), and analytical skills (Koltay 2011) are defined as components of media literacy. Information and knowledge are necessary for gaining access to media offerings, to analyze and evaluate them, and to create own media content (e.g., a profile on social networking sites like Instagram; Livingstone and Helsper 2010). Definitions of media literacy are usually based on the ability to access media and on media knowledge as expertise. These skills are considered fundamental for a reflective and (self-)critical use of media (self-competence), and to pass one's own knowledge and abilities to others (social competence). However, previous research (e.g., Livingstone 2014) has also shown that deficits in media literacy lie less in knowledge, but rather in subsequent actions and thus in the transformation of knowledge into action. Knowledge does not automatically lead to a critical use of media or to a change in behavior (Martens 2010; Riesmeyer, Pfaff-Rüdiger and Kümpel 2012; 2016). It is, therefore, not enough to only focus on knowledge, but respective actions must be considered as well when investigating media literacy and its mediation.