There is a lack of rigorous evaluations of school-based Cyberwellness programs that seek to improve students' attitudes and behaviors regarding the Internet. The purpose of this study was to implement and evaluate a new Cyberwellness program, the iZ HERO Adventure, which is a hands-on digital exhibition involving peer-mentoring and a transmedia adventure storytelling mode within a multisystemic approach. A total of 440 Grades 4, 5, and 6 students were recruited from 4 elementary schools in Singapore. Three hundred six participants were from Grade 4 (mentees) while 134 were from Grades 5 and 6 (mentors). A quasi-experimental design was used. Participants in the experimental condition received the interventions (iZ HERO exhibition visit and Story Quest gameplay) after the baseline data collection. Mentees' perceptions regarding the iZ HERO exhibition were positive. The program was successful in improving students' attitudes toward offline meetings, attitudes toward playing games instead of doing homework, and cyberbullying. Ratings of their mentoring experience were related to positive changes in attitudes. The program did not improve students' attitude in the other online risky behaviors such as attitudes toward pornography. The results, reasons for its effectiveness, and limitations of the study are discussed.
This thesis would not have been possible without the support of several key individuals. Firstly, I am truly indebted and thankful to Assistant Professor Bobby K. Cheon for his unconditional mentorship and meticulous reading of my work throughout the graduate programme. His continuous guidance and directions in the development of our research ideas and studies have strongly inspired me to explore new and unknown perspectives. I would additionally like to convey my gratitude to my thesis advisory committee members, Associate
Here, we argue that attackers in intergroup conflicts are also likely to hold strong identity fusion, anticipate threat from the out-groups, and retaliate by signaling preemptive aggressiveness, which may not be asymmetrically exclusive to defenders. We propose that the study of the intergroup and intragroup dynamics could highlight more specific, robust markers to differentiate types of defenders from attackers.
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