As posited by social compensation theory, negative life events can enhance motivation to go online to relieve negative feelings ( Valkenburg & Peter, 2009). (2008) argue that the Internet has a negative impact on young people’s psychosocial development due to the fact that it is time-consuming and uncontrollable. There are, however, also negative aspects associated with Information and Communication Technologies (ICT) and digital communication.
As demonstrated by the EU KIDS report, 60% of school students use the Internet for doing homework, preparing for tests, and expanding knowledge needed for school ( Pyżalski et al., 2019). The Internet, with multiple websites and applications allowing for a quick exchange of information, has become a learning tool and platform. Using social networking services (SNS) and video/audio conferencing tools, playing games, watching movies and listening to music are done most often every or almost every day by students ( Pyżalski et al., 2019). The project provides an opportunity to map youth’s experience of online spaces including social and cultural aspects and it delivers the necessary information regarding cyberspace for practitioners as well as the national and international policy stakeholders ( EU Kids Online IV Survey, 2019).Īccording to the results of the last Polish EU Kids Online research almost half of young people use the Internet for up to 2 h on schooldays and for up to 3 h during weekends. Surveys have been regularly conducted among school students for over a decade by research teams from 34 countries applying an integrated research expertise across multiple disciplines and methods. The main aim of this project is to provide high quality, independent and comprehensive research findings to improve the use and security of an online environment for young people. One of the most important reports on youth’s online activities has been developed as part of the EU Kids Online project. Online activities play a crucial role in young people’s daily life, transforming, both qualitatively and quantitively, the ways in which they socialize and learn ( Bosse, Renner & Wilkens, 2020 Livingstone, Mascheroni & Staksrud, 2018). New instruments and preventive strategies need to be developed, as well as diagnostic tools tailored specifically to the needs of young people with VI. Population with VI is prone to risky Internet use and likely to be engaged in electronic aggression. Additionally, communicating with a person promoting violence and an excessive amount of time spent online during schooldays were associated with increased odds for engagement in electronic aggression as a perpetrator. Two sets of ordinal logistic regression analyses have shown that communication with a person promoting violence and an excessive amount of time spent online during weekends predicted significantly the risk of witnessing and being a victim of electronic aggression. Concerning electronic aggression, more than half of participants were engaged as witnesses, every fifth student as a victim and 11.6% as perpetrators.
#Vega conflict hack download no survey software#
Male students downloaded software illegally, hacked, published and viewed sites with sexual content, and gambled online statistically more often than female counterparts.
The average time spent online, different types of risky Internet activities and electronic aggression were recorded, as well as sociodemographic characteristics. MethodsĪ total of 490 special needs school students with VI answered a self-administered questionnaire. These behaviours were analyzed for the relationship with witnessing, perpetrating and becoming a victim of electronic aggression. Objectiveĭifferent types of Internet risky behaviours and the average time spent online were investigated among students with VI. Young individuals with visual impairment (VI), exposed to higher risky of social exclusion, might be more prone to Internet risky behaviours including electronic aggression. Internet risky behaviours among youth with visual impairment. Cite this article Agnieszka Wrzesińska M, Knol-Michałowska K, Stecz P, Kopytowska M, Binder-Olibrowska K. For attribution, the original author(s), title, publication source (PeerJ) and either DOI or URL of the article must be cited. Licence This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed.
5 Department of Psychosocial Rehabilitation, Medical University of Lodz, Lodz, Poland DOI 10.7717/peerj.12376 Published Accepted Received Academic Editor Steven Thompson Subject Areas Ophthalmology, Pediatrics, Psychiatry and Psychology, Public Health, Human-Computer Interaction Keywords Visual impairment, Internet, Youth, Online risky behaviuors Copyright © 2021 Wrzesińska et al.
0 kommentar(er)
