The internet is so central to everyday life, that it is impossible to contemplate life without it. From finding romance, to conducting business, receiving health advice, shopping, banking, and gaming, the internet opens up a world of possibilities to people across the globe. Yet for all its positive attributes, it is also an environment where we witness the very worst of human behaviour - cybercrime, election interference, fake news, and trolling being just a few examples. What is it about this unique environment that can make people behave in ways they wouldn't contemplate in real life. Understanding the psychological processes underlying and influencing the thinking, interpretation and behaviour associated with this online interconnectivity is the core premise of Cyberpsychology.
The Oxford Handbook of Cyberpsychology explores a wide range of cyberpsychological processes and activities through the research and writings of some of the world's leading cyberpsychology experts. The book is divided into eight sections covering topics as varied as online research methods, self-presentation and impression management, technology across the lifespan, interaction and interactivity, online groups and communities, social media, health and technology, video gaming and cybercrime and cybersecurity.
The Oxford Handbook of Cyberpsychology will be important reading for those who have only recently discovered the discipline as well as more seasoned cyberpsychology researchers and teachers.
Recenzijos
"Provides an all-encompassing, contemporary, and authoritative resource for students and researchers interested in the psychological aspects of how humans and computers interact" * Choice *
|
|
|
xi | |
| Volume Introduction |
|
xv | |
|
PART I INTRODUCTION AND FOUNDATIONS |
|
|
|
1 Cyberpsychology Research Methods |
|
|
3 | (14) |
|
|
|
|
|
17 | (18) |
|
|
|
3 Impression Management and Self-Presentation Online |
|
|
35 | (22) |
|
|
|
4 Personality and Internet Use: The Case of Introversion and Extroversion |
|
|
57 | (20) |
|
|
|
|
|
PART II TECHNOLOGY ACROSS THE LIFESPAN |
|
|
|
5 Adolescent and Emerging Adult Perception and Participation in Problematic and Risky Online Behavior |
|
|
77 | (21) |
|
|
|
|
|
6 The Myth of the Digital Native and What It Means for Higher Education |
|
|
98 | (17) |
|
|
|
|
|
|
|
|
|
7 Technology Interference in Couple and Family Relationships |
|
|
115 | (18) |
|
|
|
|
|
8 Older Adults and Digital Technologies |
|
|
133 | (18) |
|
|
|
|
|
|
|
PART III INTERACTION AND INTERACTIVITY |
|
|
|
9 Textese: Language in the Online World |
|
|
151 | (22) |
|
|
|
10 Cultural Considerations on Online Interactions |
|
|
173 | (22) |
|
|
|
11 Online Romantic Relationships |
|
|
195 | (21) |
|
|
|
|
|
|
|
12 The Social Consequences of Online Interaction |
|
|
216 | (25) |
|
|
|
|
|
PART IV GROUPS AND COMMUNITIES |
|
|
|
13 Online Support Communities |
|
|
241 | (20) |
|
|
|
14 Digital Inclusion for People with an Intellectual Disability |
|
|
261 | (24) |
|
|
|
|
|
|
|
15 The Psychology of Online Lurking |
|
|
285 | (21) |
|
|
|
|
|
16 Conceptualizing Online Groups as Multidimensional Networks |
|
|
306 | (25) |
|
|
|
|
|
|
|
|
|
|
|
|
17 Uses and Gratifications of Social Media: Who Uses It and Why? |
|
|
331 | (18) |
|
|
|
18 Image Sharing on Social Networking Sites: Who, What, Why, and So What? |
|
|
349 | (21) |
|
|
|
|
|
|
|
19 Social Media and Cyberactivism |
|
|
370 | (24) |
|
|
|
20 Socially Connecting Through Blogs and Vlogs: A Social Connections Approach to Blogging and Vlogging Motivation |
|
|
394 | (19) |
|
|
|
|
|
21 Positive Aspects of Social Media |
|
|
413 | (22) |
|
|
|
PART VI HEALTH AND TECHNOLOGY |
|
|
|
22 Managing your Health Online: Issues in the Selection, Curation, and Sharing of Digital Health Information |
|
|
435 | (16) |
|
|
|
|
|
23 A Psychological Overview of Gaming Disorder |
|
|
451 | (16) |
|
|
|
|
|
|
|
|
|
24 Mourning and Memorialization on Social Media |
|
|
467 | (18) |
|
|
|
25 The Therapeutic and Health Benefits of Playing Video Games |
|
|
485 | (24) |
|
|
|
|
|
|
26 Video Games and Behavior Change |
|
|
509 | (23) |
|
|
|
|
|
|
|
27 Game Transfer Phenomena: Origin, Development, and Contributions to the Video Game Research Field |
|
|
532 | (25) |
|
Angelica B. Ortiz de Gortari |
|
|
28 Psychosocial Effects of Gaming |
|
|
557 | (31) |
|
|
|
|
|
|
|
29 Enacting Immorality Within Gamespace: Where Should We Draw the Line, and Why? |
|
|
588 | (21) |
|
|
|
30 Gaming Classifications and Player Demographics |
|
|
609 | (18) |
|
|
|
PART VIII CYBERCRIME AND CYBERSECURITY |
|
|
|
31 The Rise of Cybercrime |
|
|
627 | (18) |
|
|
|
32 Policing Cybercrime Through Law Enforcement and Industry Mechanisms |
|
|
645 | (18) |
|
|
|
|
|
33 Cybercrime and You: How Criminals Attack and the Human Factors That They Seek to Exploit |
|
|
663 | (28) |
|
|
|
34 The Group Element of Cybercrime: Types, Dynamics, and Criminal Operations |
|
|
691 | (26) |
|
|
|
|
| Index |
|
717 | |
Alison Attrill-Smith is currently one of the co-ordinators of the Cyberpsychology Research Group, Wolverhampton University, UK. Her expertise lies in understanding online behavior, with an emphasis on researching how we create different versions of our selves online and the role that these self-creations might play in perpetrating online criminal behaviors. Alison was one of the original members of the steering group that led the creation of the British Psychological Society's Cyberpsychology Section, remains a reviewer for many peer-reviewed journals, and has edited a number of books on Cyberpsychology.
Chris Fullwood is a Reader in Cyberpsychology in the Psychology Department at the University of Wolverhampton, UK, where he co-ordinates the CRUW Cyberpsychology Research group. As well as helping to create one of the first masters programmes in Cyberpsychology in the world, he was fundamental in developing the British Psychological Society's Cyberpsychology section, for which he is currently on the committee. His research primarily focuses on self-presentation and identity online, but he also has interests in the use of digital tools (particularly VR) for improving psychological health.
Melanie Keep is a Senior Lecturer in Cyberpsychology and eHealth at University of Sydney, Australia. She has a keen interest in disentangling the psychological processes underpinning online communication, and its impact on health and well-being. Melanie co-ordinates a number of research projects on the bi-directional relationship between digital technologies and health, and leads several eHealth education initiatives.
Daria J. Kuss is a Chartered Psychologist, Chartered Scientist, and Associate Professor in Psychology, Nottingham Trent University, UK. She developed the MSc Cyberpsychology and leads the Cyberpsychology Research Group at NTU. She has published prolifically in peer-reviewed journals and books, and her publications include over 90 peer-reviewed journal articles, three authored books, and over 100 national and international conference presentations, including regular keynote talks. She has an international reputation as an Internet addiction expert.
