While the Internet offers many opportunities to access information, training and communication, it has created new grounds for risks, threats and harm. With the rise of populism and extremism, new forms of cyberbullying emerge, more specifically cyberhate. The Internet has become a privileged tool to disseminate hatred, based on racism, xenophobia, bigotry, and islamophobia. Organized groups use the internet as a dissemination tool for their ideas, to build collective identity and to recruit young people. The presence of these groups has been facilitated worldwide thanks to technology. Yet, little attention has been granted to the way the Internet eases the activities of individuals who promote and propagate hate online. The role they play in spreading racism, xenophobia and bigotry is paramount as they regularly comment online about news and events, interacting with like-minded people with impunity because the web prevents people from being easily identified or controlled. While literature on exposure to hateful contents and cyberhate victimization is growing, little is known about who the perpetrators really are. A survey with young people aged 12-20 (N = 1,889) was completed in France and forms the basis of this article. It provides an understanding of the characteristics and associated variables of cyberhate perpetration. The Structural Equation model shows that cyberhate perpetration is heavily related to time spent online, victimization, belonging to a deviant youth group, positive attitudes toward violence and racism. Results from the SEM further suggest that people who suffered from online victimization will themselves have a greater tendency to belong to deviant youth groups. Multiple mediation analysis further suggests that trust in institutions may however prevent young people from belonging to a deviant youth group and decrease positive attitudes toward violence, thus diminishing the tendency to perform hateful aggression.

No abstract

In an international context of increasing racism, xenophobia, anti-Semitism, and Islamophobia in Europe and the USA (FRA, 2013;Hawdon et al. 2015), social media provide a privileged tool for propaganda and victimization. Issues of racism and xenophobia have become more prevalent both in "real life" and on the Internet. This study presents the results of a selfreported questionnaire survey on cyberhate among 1900 French students, age 12-20, where we investigated the association between school bullying and cyberhate victimization and perpetration. Findings show that bullying and cyberhate are a common experience for quite a few young people. Structural equation models provide evidence of the association between ordinary offline victimization and involvement in cyberhate. Our findings for cyberhate provide further evidence suggesting an overlap between traditional bullying and cyberbullying. They confirm the need for further research to acquire a better understanding of the processes that underscore individual involvement in online hate in order to inform effective interventions.

No abstract

a b s t r a c tConsumers use extrinsic and intrinsic cues to set preferences and make purchase decisions. However, the extent to which luxury-related extrinsic cues determine consumer preferences and whether the relative weighting of extrinsic vs. intrinsic cues depends on consumers' values is still unclear. We investigated how luxury vs. non-luxury brands affect consumer preferences, and how this impact is moderated by consumers' materialistic values. Results from Experiment 1 showed that materialistic and non-materialistic participants similarly appreciated products with luxurious brands. However, compared with non-materialistic participants, materialistic participants devaluated products that were tagged as non-luxurious brands. In Experiment 2, we investigated how product quality interacts with brands and whether materialistic values moderated this interaction. Materialistic participants paid more attention to brand-related cues than to qualityrelated cues, whereas non-materialistic participants considered these cues similarly. Taken together, the results of these two studies suggest that materialism influences the way extrinsic (i.e., brand) and intrinsic (i.e., quality) information is combined during product evaluation. These results highlight the importance of materialism in consumer decision-making, especially in the context of luxury consumption.

This research aims at providing an overview of the research field of digital literacy into learning and education. Using text mining, it reviews 1037 research articles published on the topic between 2000 and 2020. This review reveals that there is a plurality of terms associated with digital literacy. Moreover, our research identifies six key factors that define the literature, which are information literacy, developing digital literacy, digital learning, ICT, social media, and twenty-first century digital skills. These factors can be grouped into three main streams, which are 1) digital literacy, 2) digital learning and 3) twenty-first century digital skills. These three streams are supported by informational and technological foundations. These results provide research avenues and offer a framework for digital literacy in education.

A new wave of studies on emotion recognition encourages researchers to look beyond the face as the sole source of pertinent information. One study has proposed that, while there is overwhelming evidence that negative emotions may be differentiated in static facial expressions, postural information is needed to differentiate positive emotions such as pride, love and amusement. We review the most influential of these recent studies before providing some supporting evidence in an exploratory study of a fourth positive emotion -interest -that adds to the recent calls to move beyond static facial expressions of emotion when investigating how we determine how others are feeling and how they are likely to act next.

No abstract