Browsing by Author "Devine, Diana"

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    Internet Addiction, Cognitive, and Dispositional Factors among US Adults
    Devine, Diana; Ogletree, Aaron M.; Shah, Priti; Katz, Benjamin (Elsevier, 2022-05)
    While a growing body of literature has examined internet addiction in the context of psychological factors, most of this work has focused on younger populations outside of the United States. A sample of 898 US adults ranging from 18 to 76 years of age were recruited through Amazon's Mechanical Turk platform to complete the Internet Addiction Test and key measures of affect, disposition, and cognitive function. A series of multiple regressions were conducted to examine Internet Addiction level as a predictor of outcome variables. ANCOVAs with Fisher 's LSD post-hoc analyses were conducted using level of internet addiction as the grouping variable to examine differences between groups. Results found that Internet Addiction was a significant predictor of depression, impulsiveness, self-control, need for cognition, theories of cognitive abilities, creativity achievement, cognitive failures, smartphone use behaviors, mental rotation test, and cognitive reflection test. Further, even mild levels of internet addiction were associated with less optimal outcomes. Additionally, a significant relation between age and internet addiction also emerged such that older adults were less likely to have higher levels of internet addiction than younger adults. However, age did not appear to modulate the association between internet addiction status and key psychological variables. To further elucidate the mechanisms and impact of internet addiction throughout the life course, future studies should collect online and in-person data, from individuals across a variety of backgrounds, throughout the lifespan.
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    Mothers’ and Fathers’ Differential Discussion of Emotion with their School-Age Children
    Devine, Diana (Virginia Tech, 2018-12-03)
    Parental socialization of emotions has been a topic of interest in developmental research for decades because of the importance of understanding how children learn about their emotions. The influence of the sex of both parent and child, however, are often not considered, and research on parent emotion socialization has often focused on infants and young children. Not considering these constructs during middle childhood ignores the importance of this developmental period, during which children have a more established gender identity and thus might recognize a shared identity with a parent. Emotion socialization from both parents during this developmental period has the potential to differentially inform children’s expectations of gender norms related to emotions. Men and women interpret and express their emotions differently and may differentially socialize their children regarding emotions along these patterns. The current study examined parental emotion coaching and elaboration observed during discussions of positive and negative emotions between 44 children with their mothers and fathers, with specific focus on the sex of the parents and children. I expected that mothers would engage in more emotion coaching and use a more elaborative style than fathers. Additionally, I expected that parents of girls would be more encouraging of positive emotions than parents of boys and that parents of boys would be more discouraging of negative emotions than parents of girls. Children between the ages of 6 and 9 visited the Children’s Emotions Lab with their mothers and fathers on separate occasions and participated in an emotion talk task with each parent. Each pair discussed a time when the child was happy and a time when the child was upset; each discussion lasted two and a half minutes each. I found a significant emotion valence by child sex interaction: parents were more elaborative and encouraging when discussing positive emotions with daughters than with sons and that parents were more elaborative and encouraging when discussing negative events with sons than with daughters. There was also specific parent gender by child sex interaction: mothers were less elaborative and encouraging with daughters than sons and that fathers were less elaborative and encouraging with sons than daughters. Findings from this study suggest that parents’ experiences with their own emotions influence their emotion socialization practices with their children. Recommended practices for future studies and interventions are suggested.