Cyberpsychology: Journal of Psychosocial Research on Cyberspace

Does the mere presence of smartphones impact cognition in the high school classroom?

Daniel B. le Roux — 2025-09-18

The regulation of smartphone use in high schools is a contentious issue. Among others, a key question is whether the location of learners’ phones affects their cognitive performance in the classroom. While some studies have found that a smartphone’s mere presence can impair cognition, others suggest that the evidence is weak, or that when separated from their phones, adolescents may experience anxiety which can also harm cognitive performance. We conducted two experimental studies at different high schools to test the effects of smartphone location on performance in a fluid intelligence task. Study 1 (n = 195; learner’s desk: n = 96; schoolbag: n = 99) was conducted at a boys-only high school, while Study 2 (n = 115; learner’s desk: n = 41; schoolbag: n = 49; teacher’s desk: n = 25) was conducted a girls-only high school. Both studies were conducted in normal class settings and administered by teachers to enhance ecological validity. Across both studies, we found no clear evidence that having the phone on the desk impaired performance. In some comparisons, learners performed slightly worse when phones were in schoolbags and slightly better when phones were placed on the teacher’s desk, but these effects were small and not robust. Learners did not report elevated anxiety when separated from their phones. Overall, our findings highlight the need for further research to clarify whether and how phone location influences cognitive performance in school settings, and to better understand the psychological and attentional mechanisms involved.

Investigating the cross-sectional and longitudinal relationship of X and LINE use with online relationship and life satisfaction: A 4-Year cohort study among Japanese adults

Yu Takizawa — 2025-09-18

The rise of social media has sparked extensive research on its relationship with well-being, yet drawing definitive conclusions remains challenging due to the multifaceted nature and diversification of these platforms. To gain a clearer understanding of this relationship, it is essential to explore how various social media platforms both cross-sectionally and longitudinally relate to well-being as well as to explore direct and indirect relationships mediated by other factors. Such investigation is lacking especially in Non-Western context. To address this gap, the author examined the cross-sectional and longitudinal relationships of X (formerly Twitter) and LINE use with life satisfaction—a key indicator of well-being—both directly and indirectly through the quality of online relationships, within a 4-year cohort of 1,674 Japanese adults. Multivariate latent growth curve modeling revealed a mixed relationship between X use and life satisfaction. Direct relationships with life satisfaction were negative, both cross-sectionally and longitudinally. In contrast, an indirect relationship—mediated by online relationships—was positive both cross-sectionally and longitudinally. In contrast, LINE use consistently showed positive relationships with life satisfaction, with both direct and indirect positive cross-sectional associations through online relationships. These findings underscore the growing diversity of social media platforms and the need to recognize that the relationship between social media use and life satisfaction varies depending on the platform in both Western and non-Western contexts. To support well-being, public education and digital literacy efforts should address the risks of excessive use of open-network platforms like X, while avoiding overgeneralizations to closed-network platforms like LINE, which may enhance well-being through supportive relationships.

The relationship between usage of social networking sites and meaning in life: Anonymous versus identifiable contexts

Lewis Nitschinsk — 2025-09-18

Social networking sites (SNSs) allow people to choose how they want to engage with others. Some behaviours are more associated with aspects of well-being (i.e., meaning in life) than others. Online environments also afford people the opportunity to interact with other people at varying levels of anonymity and identifiability, which could further impact well-being. However, whether people use SNSs differently when they are anonymous versus identifiable – and how this relates to their meaning in life – has not been investigated. To test this, we sampled 192 participants (M_age = 19.72) to investigate differences in how people use and post on SNSs while anonymous and identifiable. Furthermore, we assessed how these behaviours were associated with meaning in life. We found that: (1) People were most likely to use SNSs passively across anonymous and identifiable environments. (2) People were most likely to post about life updates/social activities in identifiable environments, and intellectual or negative topics in anonymous environments. (3) Passive usage was negatively associated with meaning in life in identifiable environments. (4) Active-targeted usage (behaviours that are directed towards a specific person or a small group) and posting about life updates/social activities were positively associated with meaning in life, but only in identifiable environments. We demonstrate that meaning in life is related to how people use SNSs, but also the specific online environments they seek out.

Navigating the digital landscape: Exploring the relationship between social media affordances and Chinese Generation Z’s online prosocial and antisocial behaviors

Wu Li — 2025-09-18

Online prosocial and antisocial behaviors are increasingly prevalent on social media, highlighting the need to explore the factors that shape these online social behaviors. Understanding the influencing factors, including social media use, is crucial for fostering healthy online interactions and mitigating potential risks in digital environments. In this study, we examine whether and how online prosocial and antisocial behaviors are associated with social media affordances, specifically the notions of bandwidth, social presence, anonymity, and ephemerality. Based on the collected sample of Chinese Generation Z (N = 782), the online survey study finds that bandwidth and social presence are positively associated with online prosocial behavior through online social support. On the other hand, anonymity is negatively related to online prosocial behavior through online social support and positively related to online antisocial behavior through online disinhibition. Also, ephemerality is positively associated with online antisocial behavior through the indirect effect of online disinhibition. Interestingly, while online social support positively predicts online prosocial behavior and online disinhibition positively predicts online antisocial behavior, the relationship between online social support and online antisocial behavior is not as simple. The relation is found to be positive for females and emerging adults, negative for adolescents, and insignificant for males. Theoretical implications for social media use and online social behaviors, as well as practical implications for online prosocial and antisocial behavior interventions, are discussed.

Breaking barriers: The impact of intergroup contact on bystanders' actions against bias-based cyberbullying

Raquel António — 2025-09-18

Bystanders are present in most bullying and cyberbullying incidents, and when they intervene in favor of the victim, they can effectively stop it. Evidence suggests that intergroup factors, such as social identification, increase bystanders’ helping intentions in bullying episodes. However, relatively little is known about the potential positive effects of intergroup factors on bystanders’ attitudes and behaviors when witnessing bias-based cyberbullying (i.e., cyberbullying based on identity). Two studies examined bystanders’ responses to cyberbullying toward two minority groups (i.e., LGBTQI+ and Black youth); and what can influence their helping intentions when they witness bias-based cyberbullying episodes. Study 1 (N = 2,253) showed that bystanders' responses vary depending on the target of cyberbullying, helping an LGBTQI+ youth target less than a Black target, and showing less empathy, less positive group norms, less inclusive identities, less positive attitudes, and more intergroup anxiety. Study 2 (N = 2,254) revealed that high quality offline contact is associated with more helping behaviors via increased empathy, outgroup attitudes, dual-identity representations and decreased intergroup anxiety (for the LGBTQI+ target), and via empathy, one-group identity, and group norms (for the Black target). Implications for efforts to promote more helping behaviors and positive intergroup attitudes in the online context are discussed.

Bystanders’ perceptions on online hate speech: Investigating the effects of perpetrators’ justifications and the bystander’s role on bystanders’ attitude and prosocial intervention intentions

Sara Pabian — 2025-09-18

On social media, users are exposed to online hate speech (OHS), which is a type of speech that attacks a person or a group based on a group characteristic, e.g., gender identity or sexual orientation. Not every bystander evaluates OHS as offensive and/or feels the need to intervene, which can lead to the continuation of OHS and damaging consequences for victims. The goal of the present study was to understand attitudinal and behavioral components of bystanders’ perceptions on OHS by investigating content-related, contextual, and personal characteristics. More precisely, the effects of the presence or absence of online moral disengagement strategies or moral excuses in OHS messages (e.g., “I’m posting this because it doesn't hurt if I share my opinion online”) and the bystander’s role (pure bystander or vicarious victim) on bystanders’ attitudes and behaviors were tested, while controlling for previous experience with OHS and connectedness with the target group. To this aim, a repeated measures experiment (5x2x2 mixed design) was conducted among 633 adults aged 18–25. The results indicated no difference in bystanders’ perceived offensiveness of OHS and intention to intervene when exposed to OHS containing a moral excuse compared to OHS without. When bystanders were vicarious victims (being exposed to OHS targeting an individual with whom the bystander shares the targeted group characteristic), OHS was perceived as more offensive and bystanders had a higher intention to intervene with prosocial bystander behavior, compared to when bystanders did not share the group characteristic. Theoretical and practical implications are discussed.

Unravelling social network usage patterns: A study based on unsupervised learning

Alfredo Zarco-Alpuente — 2025-09-18

We are facing a growing concern regarding the consequences of Problematic Social Network Use (PSNU). Therefore, the aim of the present study was to explore the profiles of social network (SN) users and contrast their differences across variables linked to PSNU in the literature. A sample of 726 participants aged 16 and above (77.0% female) residing in Spain was analysed using Latent Class Analysis (LCA). ANOVA and chi-square test were employed to investigate differences in sociodemographic variables, digital preferences, impulsivity, emotional intelligence, empathy and aggression among the latent classes. The three-class model, which proved the most parsimonious, identified functional, risky, and problematic users. Notably, greater differences were observed between functional and risky users regarding impulsivity and emotional regulation, whereas differences in empathy and aggression were more pronounced between problematic users and the other two groups. The study provides relevant information about the characteristics of different groups of SN users. This information may be useful for the early detection of inappropriate online behaviours that may lead to PSNU, as well as for identifying users who may have already developed it.

Convergent and divergent predictors of extensive use time and problematic TikTok use

Ágnes Zsila — 2025-09-18

Short videos on TikTok provided an entertaining pastime for 1.5 billion users worldwide in 2023. The increasing popularity of TikTok has generated considerable research interest in the psychological and social predictors of problematic use. However, recent empirical studies on Internet-based activities have found evidence that extensive time spent on TikTok is not necessarily problematic. This study explores convergent and divergent predictors of extensive and problematic TikTok use including demographics, psychological distress, and TikTok activities. A total of 618 Hungarian TikTok users (80.1% women, 18.8% men; M_age = 22.1 years, SD = 4.2) completed an online questionnaire. The unidimensional, six-item Problematic TikTok Use Questionnaire was developed, demonstrating good psychometric properties in terms of factor structure, reliability, and validity. Based on latent profile analysis, 3.07% of TikTok users were found to be at risk of problematic TikTok use. Using a structural equation model, it was found that symptoms of depression, anxiety, and stress had stronger associations with problematic use than with extensive time spent on TikTok. Exploring the Discover page and viewing content creators’ videos predicted only problematic use severity. Exploring the For You page and reading comments posted to others’ videos were the strongest predictors of both extensive use time and problematic use. These factors collectively explained a notable proportion of the variance of problematic use severity (45%). The findings provide a detailed picture of risky use patterns and extend knowledge of the differences between extensive use time and problematic TikTok use.

Fear of missing out mediates the relationship between intolerance of uncertainty and problematic smartphone use severity

Nisha Yao — 2025-09-18

Despite the widespread use of smartphones, not all users develop problematic use. Understanding the pathways that lead from healthy to Problematic Smartphone Use (PSU) is essential for uncovering underlying mechanisms and informing effective prevention strategies. Building on theoretical models of PSU, this study explores a maladaptive regulatory-focused pathway linking Intolerance of Uncertainty (IU) to PSU through Fear of Missing Out (FoMO) as a mediator. Although previous research has linked IU, FoMO, and PSU in pairs, few studies have examined these constructs simultaneously within a unified explanatory framework. By integrating them into a theoretically grounded mediation model, this study offers a more comprehensive understanding of psychological mechanisms that may underlie PSU. We conducted a cross-sectional online survey with 343 U.S. undergraduate students, recruited through a university research pool in exchange for course credit. Participants completed self-report measures of IU, FoMO, and PSU. Using structural equation modeling, we examined a mediation model incorporating latent variables for IU, FoMO, and PSU, assessing both direct and indirect effects of IU on PSU through FoMO. Results indicated that IU showed a positive association with FoMO, which was further associated with elevated PSU levels. The direct association between IU and PSU was non-significant. These findings support theoretical models positing that personal predispositions, such as IU, contribute to PSU through Internet-related cognitive biases like FoMO. Preventive initiatives should focus on raising awareness about the adverse effects of IU and FoMO on PSU and promoting strategies to effectively manage IU and FoMO, potentially reducing the risk of PSU.

Theory of mind predicts emoji comprehension in a sample of early adolescents: The moderating effect of social media use

Elisa Bisagno — 2025-09-18

Despite the widespread use of social media and communication apps among early adolescents, little is known about which psychological variables affect their comprehension of emojis, i.e., pictograms delivering emotional cues in digital messages. To fill this gap, the present study explores the role of Theory of Mind (ToM) in emoji comprehension at the boundary condition of low vs high Social Media Use (SMU), in a sample of 303 Italian early adolescents (134 females) aged between 10 and 14 years old. Participants completed an SMU scale, two ToM measures, namely the Reading the Mind in the Eyes test and Real/apparent Emotions task, and an emoji comprehension task. Results showed that both ToM measures positively predicted emoji comprehension. Moreover, there was a significant interaction between the Real/apparent Emotions task and SMU, with stronger relationships between ToM and emoji comprehension for low SMU. Separate analyses with easy- and difficult-to-classify emojis as dependent variables showed the same interaction effect only on easy emojis, while we found no significant interaction effect on difficult emojis. Taken together, these results suggest that youngsters less familiar with social media rely on ToM to encode and decode emojis and interpret digital messages. Conversely, the more they use social media, the more automated this task becomes. In this sense, ToM training could be relevant to promote preparatory skills among early adolescents starting to approach digital communication.

Meme-ingful connections: Unleashing the power of memes, GIFs, and emojis in relationship-oriented online communication

Rachel X. Peng — 2025-09-18

This study examines the influence of graphic icons in building and maintaining social connections in computer-mediated communication interactions. Through an online survey, participants (N = 395) were randomly assigned to reflect on conversations with either a close contact (strong tie) or an acquaintance (weak tie) and reported their use of graphic icons. We found that the use of graphic icons can be viewed as part of routine relational maintenance practices. More frequent use of memes, GIFs, and emojis was associated with greater self-disclosure breadth and depth, stronger intimacy, and better relationship maintenance. Social anxiety and tie strength moderated these relationships. The effects were stronger for less socially anxious individuals and in weak tie relationships, suggesting that graphic icons may serve different social functions depending on individual characteristics and relational contexts. These findings provide evidence that memes, GIFs, and emojis can serve as useful tools to improve social connection and relationship management in digital communication.