No social media for six hours? The emotional experience of Meta's global outage according to FoMO, JoMO and internet intensity

Eitan, Tal; Gazit, Tali

doi:10.1016/j.chb.2022.107474

Cited by 7 publications

(1 citation statement)

References 53 publications

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“…Moreover, the study adopted the "snowball" technique (Goodman, 1961) to enhance the sample size, representativeness and external validity (Baltar and Brunet, 2012). In this approach, which is common in social media environment (Baltar and Brunet, 2012;Eitan and Gazit, 2023), initial students who participated in the research were encouraged to extend invitations to other students within their social circles. To address potential limitations associated with the "snowball" method and to ensure the inclusion of individuals from the specific target population of the study (Biernacki and Waldorf, 1981), a filtering question was integrated into the online survey.…”

Section: Data Collectionmentioning

confidence: 99%

“For students shall not live by Zoom alone”: psychological factors explaining the engagement of students during the COVID-19

Gazit

2023

ILS

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Purpose The purpose of this study was to obtain valuable insights into students’ engagement and experiences within the virtual learning environment, especially in the context of crises. Among the innumerable challenges people throughout the world faced during the first year of the COVID-19 pandemic, those of students in institutions of higher education needing to engage in online academic studies are of special interest. Using an online survey, this study could predict students’ online engagement during the COVID-19 pandemic through three theoretical frameworks: the students’ academic motivation to study, the Big Five personality traits, and loneliness, and with a new tool measuring the participation in the Zoom platform. Design/methodology/approach To examine the psychological and technological factors predicting the students’ engagement, this study surveyed 547 students from different academic institutions of higher learning. Findings Findings show that the less lonely the students felt, the less neurotic they were, and the higher they scored in levels of extroversion, agreeableness, consciousnesses and openness to experience, the greater their engagement in their academic studies. In addition, students who were older, more educated, with higher intrinsic motivation and lower lack of motivation were more engaged in their online academic studies. Finally, participating in classes through the Zoom platform and experiencing it positively was a significant predictor of higher academic engagement. Originality/value Recognizing these factors can enable educators, institutions of higher learning, counselling services and students to obtain tools for higher engagement in online learning.

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Section: Data Collectionmentioning

confidence: 99%